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Class ^S_/Zi5 

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COPYRIGHT DEPOSIT. 



A 

GUIDE 

TO THE 

TEACHER'S MASTERY OF 
TEXTS 

AND 

AIDS IN 
ELEMENTARY INSTRUCTION 



BY 

Edith C. Buck, A. M. 

Professor of Elementary Instruction in the 
Iowa State Normal School, 
Cedar Falls, Iowa 



LIBRARY of CONGRESS ' 
Two CoDies Received 
J^M «8 1907 

II », Cooyriirhf Entry , 
^"^o^ . V >-, fjoh 
CLASS A XXc.No. 
COPY B. 



3cj 



Copyrighted 1906 
By Edith C. Buck 



Contents 



Part I. 



Chapter I 
II 
III 



IV 
V 

VI 

VII 



Reading" and Educational Value 
of Text Examination 

Reading. 

Questions on Reading. 

Suggestions for the study of Hterary selec- 
tions. 

Educational Vahie of Text Examination 

Outline for the Study of Texts of First, 
Second and Third Readers. 

Outline for the Study of the Texts of Read- 
ers from the Fourth Grade and Upwards. 

Review Questions -611 the Texts of Readers 
examined. 

Part li. Eng-lish 

VIII English. 

IX Questions on English. 

X Outline for the Study of Texts in English. 

XI Review Questions on English Texts 

examined. 

Part III. Arithmetic 

XII Arithmetic. 

XIII Questions on Number and Arithmetic. 

XIV Outline for the Study of Texts in Arith- 

metic. 

XV Review Questions on the Texts of Arith- 

metics examined. 

Part IV. Geography 

XVI Geography. 

XVII Questions on Geography. 

XVIII Review Questions on Geographical Texts 

examined. 

XIX Outline for the Study of Geographical 

Texts. 

Part V. Miscellaneous 

XX Spelling. 

XXI Questions on Spelling. 

XXII Questions on Manual Training. 

XXIII Questions on the Five Formal Steps. 

XXIV Lists of Texts to be examined. 



CHAPTER I 

READING 

Part One 

Importance of Reading* 
READING is of vital importance to the child because he 
must read intelligently in order to understand the various 
texts he will have to study. 

Value of Reading" 
I. It is one of the earliest subjects to be studied by the 
average child, and the one which perhaps beyond all others 
is continued throughout life. II. Broad culture and wide 
information are gained by means of it. III. The man who 
is well read may become highly intelligent even if he has 
been deprived of school advantages. IV. One becomes ac- 
quainted with those who have penned masterly thoughts in 
all ages. 

The Natural Process 

The natural process by which the child learns to read is 
first, the object; second, the concept of the object; third, the 
name ; fourth, the spoken word ; and fifth, the written word. 
Systems of Teaching Reading" 

Some of the systems by which the child learns to read are 
the Eclectic, the Sentence, the Word and Sentence combined, 
the Ward Rational and Action system. Many others might 
be mentioned, but they are, as a rule, modifications of these. 
Board Work 
A sufficient amount of board work, which may 
consist of sentences drawn from the child by skill- 
ful questioning, or those of the teacher's own construc- 
tion, written upon the board to be read by the child, should 
precede the study of the text. The basis of board work 
may be those subjects which appeal most to the child's life 
and come closest to his experience, such as nature study, 



AIDS IN ELEMENTARY INSTRUCTION 7 

natural phenomena, stories of history, fables, myths, art, be- 
ginning geography and manual training. If well graded, in- 
telligent board work is continued for four months, or even 
longer, it forms a fine foundation for the text. Board work 
may be made preparatory to the text by using such subjects 
as are included in the text which is to succeed, and by ask- 
ing questions in such a manner that the child will uncon- 
sciously use the words of the text. Script should be used 
almost exclusively in this work. When it is time to make 
the transition to the text a few lessons may be given in which 
print is used and the most difficult words placed upon the 
board in script and print. 

Transition From Script to Print 

The ideal way to teach the child to read is when a subject 
has been finished by means of board work to arrange these 
same sentences logically, have them printed by means of the 
hectograph, mimeograph, typewriter, printing press, or 
cheapest of all, by hand, and placed in the child's hands to 
read. In many progressive schools, the printing press is 
owned by the board, and is used entirely to further the work 
of the school. There will be given a life and an interest to 
the recitation that cannot be obtained by giving the child 
the text to read. For these sentences are upon a subject in 
which the child is vitally interested. They were formed by 
him or by some of his friends, and grew so naturally out of 
the work of the class that he seizes the connection between 
the spoken and printed thought as he cannot possibly do 
when the board work is followed by the book. These sen- 
tences may eventually be bound together and thus teacher 
and pupil form their own text. This aids the child to make 
the transition readily, and this work is also furthered by seat 
work with the letters of the alphabet, by seeing the alphabet 
in large size located permanently in a conspicuous place in 
the room, and by the teaching of phonics. 



5 A GUIDE TO THE TEACHERS MASTERY OF TEXTS 

Phonics 

The child should be taught phonics. 

1. To enable him to discover new words for himself. 

2. To prepare him to use the dictionary eventually. 

3. To teach him to articulate distinctly. 

He should be taught phonics after he has learned from 
fifty to about two hundred words. 

Many valuable suggestions for teaching him phonics may 
be gained from Mrs. Pollard's Synthetic Manual. 

Word Drills 

The word drills may be given in connection with the board 
or reader work, and serve to help the child retain the word. 

Correlation 

Language, history, nature study, art and geography are 
some of the subjects with which reading may be correlated 
to advantage. 

New Words 

One of the greatest hindrances in reading is the lack of 
the mastery of words, and much of the teacher's force in the 
early stages of the work must be put upon the mechanical 
process of fixing them in the child's mind. He should not 
be taught isolated lists of words, but should learn the new 
words, as the need of them arises since he grasps with 
greater force that for which he feels a present need. 

How to Teach Expression 

Another hindrance to good reading is lack of expression, 
and the teacher needs to work diligently to gain this from 
the child. The child copies in expression his elders with 
whom he comes in contact, and that copy is often unnatural 
and artificial. The reading manner which should be culti- 
vated is the animated, conversational one. If the child 
grasps the thought clearly, as may be ascertained by ques- 
tioning, and reads with reasonably good expression, that 
should suffice. 



AND AIDS IN ELEMENTARY INSTRUCTION 9 

The child taught to read correctly b}' the word and sen- 
tence method has taken a long step towards good expres- 
sion. Some of the ways in which good expression may be 
gained are these : 

1. In the beginning work, require the child to glance at 
the sentence quickly and read without looking at the book. 

2. Have the lesson reproduced before any reading is done 
in class. 

3. Let the child assume a character in a dialogue. 

4. Allow him to read to the class a selection outside of 
the text, which particularly interests him. 

5. Let one child read while the others close books, those 
listening reproducing later. Sentiment is against the poor 
reader, because those hearing cannot grasp the thought read- 
iiy. 

The teacher should rarely read the text for the child. He 
may show his ideal of good rendition by selections read at 
other times than during the reading period. His interpreta- 
tion at such times should be as faithful and faultless as pos- 
sible. If he is a poor reader it would be best to read but 
seldom before the school. An especially capable pupil, who 
is able to hold the attention of the pupils, may read before 
the school, as this is an aid to the individual and an incentive 
to others. 

Faults in Reading" 

Hesitation is often due to a lack of the mastery of words 
or of expression, showing the mechanical process has not 
been emphasized sufficiently. If the articulation is not dis- 
tinct it may be because phonics was not well taught in the 
lower grades or because of impediment of speech. Drill 
may be given upon special sounds or words. Attention 
may be given to phonics in connection with the spelling les- 
son ; or texts, arranged especially for teaching phonics to ad- 
vanced pupils, may be studied. The high-strained tone 
of voice often results from embarassment, or from imitating 
artificial copies. 



10 A GUIDE TO THE TEACHERS MASTERY OF TEXTS 

The child should be taught that reading means repro- 
ducing the author's thought in a natural manner. Drawling 
may result from the lack of the mastery of words, and fail- 
ure to grasp the thought. It is said that the pupil has a 
mental as well as a physical pace, but perhaps resort to more 
of the mechanical process may obviate this difificulty. 

Oral Reproduction as a Substitute for Oral Reading- 

Since there may be much listlessness and inattention in 
the reading recitation, would it be a good plan to substitute 
a good deal of oral reproduction for oral reading? The 
child may be pronouncing the words distinctly and be giving 
fairly good expression while the undercurernt of his 
thoughts is running in an entirely different direction. If 
he reads but once, in class, silently, for the first time, a se- 
lection he knows he may be required to produce orally, he 
will concentrate his attention in a manner which brooks no 
comparison with the attention he bestows upon oral reading. 
In reproducing, he must necessarily put the thought into his 
own words, and the effort in this case is vastly greater than 
the other. Most of the reading which the average child 
does is for the sake of getting the thought, while the one who 
reads orally is quite an exception. It would seem that even 
if an entire substitution is not made it would be a very 
valuable occasional exercise. If the pupil in studying finds 
a word he does not know the teiacher may help him pro- 
nounce it or write it with mark and accent upon the board, 
erasing it as. soon as the pupil has noted, so that the work 
may be individual. 

Why the Child Will Not Study His Reading Lesson 

The average child will not spend much time upon his 
reading lesson because : 

1. It doesn't interest him. 

2. He is not given something definite to do. 

3. He has studied reading ever since he started to school. 



AND AIDS IN ELEMENTARY INSTRUCTION II 

and there is nothing particularly new. 

4. Of over-confidence in his ability to make a fairly cred- 
itable recitation in the average class, if he uses his wits well 
during the class period, without making much previous 
preparation. 

5. Many pupils do not understand what an intensive 
study of the English language means. 

6. When the child has read the selection and grasped the 
thought he deems that sufficient. 

7. He knows that the work of the study period will not 
help him materially in the recitation. 

8. He has heard the book read so many times that all in- 
terest is gone. 

The Study Period 

It is essential to plan with great care the work of the study 
period. In the lower grades it is necessary to give the child 
something in the line of written preparation to keep him 
fully 'employed at this time. In the upper grades, if the 
reading recitation is to profit the child, he must be given 
something definite to do that he will be interested in per- 
forming. 

Lessons in the Order of the Text 

In the lower grades it may be necessary to assign the les- 
sons in order because of gradation, but in the upper grades 
some subjects may be far more interesting to the child at 
certain times and under existing conditions than at others, 
so these should be assigned as judgment dictates. 

Periodicals Instead of Readers 

If the right selections from the best periodicals are judic- 
iously chosen they may prove very interesting to the pupil. 
The material is fresh, and is what intelligent people are 
reading and discussing, and great interest may be awakened 
among the pupils. 



12 A GUIDE TO THE TEACHEr's MASTERY OF TEXTS 

Dramatization 

After a selection has been read and understood, if the 
child enjoys it, he may be allowed to dramatize it, thus mak- 
ing far more vivid and real the mind's impression. 

Use of the Dictionary and Encyclopedia 

The dictionary and encyclopedia may add much interest 
to the reading- lesson. The average child will, perhaps, not 
use it very intelligently before ten years of age. 

The Reading" of Standard Authors 

The teacher may induce the child to read standard au- 
thors : 

1. By assigning interesting selections to be read from 
these authors. 

2. By being thoroughly interested in literature herself. 

3. By reading just enough at opening exercises to make 
the child eager to read more. 

A Desire for Reading- Good Literature 

One of the finest deeds a teacher can perform for a pupil 
is to cultivate in him the habit of reading good literature. 
The teacher may influence the child in choosing his library 
books, or in his home reading. If she has a strong influence 
over her pupils, the mere mention of a book may make the 
child wish to read it. She may have a reading table contain- 
ing choice books where pupils may read at intermissions. 

The Literary Atmosphere of a Home 

The literary atmosphere of a home is so far reaching in 
its influence that the teacher may well study closely to see 
how it was created. The current topics of the day are dis- 
cussed. Geographical and historical references bearing upon 
them are looked up and read. If a war is in progress, a 
map is in an easily accessible place, and events are noted 
from day to day. A book is read and discussed in the family 
circle, and criticisms bv able writers are noted. 



AND AIDS IN ELEMENTARY INSTRUCTION I3 

Moral Lessons 

The child Hkes to discover the moral lesson for himself 
rather than have it forced upon him. Ask the pupil his 
opinion of a character's action and as he approves or con- 
demns you know what he would have done if placed in like 
circumstances, and thus he forms his standard of morality. 



14 A GUIDE TO THE TEACHER S MASTERY OF TEXTS 

CHAPTER II 

QUESTIONS ON READING 



1. Why is reading of such importance to the child? 

2. Of what value is it to him ? 

3. When begin to teach him reading? 

4. When cease ? 

5. What is the natural process by which the child learns 

to read ? 

6. What are some of the systems by which he learns to 

read? 

7. How is each of these systems taught? 

8. What are good books of reference on the subject of 

primary reading ? 

9. What should precede the study of a reading text ? 

10. What is meant by board work? 

11. What may be made its basis? 

12. How give a lesson in it? 

13. How long should it be continued? 

14. Should script or print be used? 

15. How may board work be made preparatory to text? 

16. How is transition made from board work to text? 

17. By what means is script put into print? 

18. In what schools is the printing press used? 

19. Why is phonics taught? 

20. When teach phonics ? 

21. How teach it? 

22. Why are word drills given? 

23. How may such drills be given? 

24. When should the child begin to use the text? 

25. What are the titles of some of the best first readers? 

26. With what subjects may reading be correlated ? 

27. What hinders the child from being a good reader ? 

28. How should new words be taught? 



AND AIDS IN ELEMENTARY INSTRUCTION I5 

29. Should isolated lists be taught? 

30. How gain expression from the child? 

31. Who are the child's copies in expression? 

32. What kind of reading manner do you wish to culti- 

vate in the child? 

33. How gain expression from him? 

34. What degree of expression should be exacted of the 

child? 

35. Should the child imitate the teacher's reading? 

36. If not, how will he gain the teacher's idea of good 

reading ? 

37. What should be the quality of the teacher's effort? 

38. If the teacher is a poor reader is it best for her to read 

before the school? 

39. Would you allow an especially capable pupil to read 

before the school ? 

40. Of what value would it be? 

41. What are good selections to read to pupils? 

42. What causes the child to hesitate in reading? 

43. How overcome the habit of hesitation on pupil's part? 

44. If phonics has been neglected in lower grades how 

may it be taught to advanced pupils ? 

45. How may distinct articulation be secured ? 

46. Why should the child articulate distinctly? 

47. When should the observance of punctuation marks be 

introduced ? 

48. What causes the child to read in a high-strained tone 

of voice? 

49. How prevent the child from reading in this manner? 

50. What makes the child read in a sing-song tone? 

51. What may be done to prevent such a tone? 

52. What causes the child to read in a drawling tone ? 

53. How break the habit of drawling? 

54. Should there be oral reproduction as a substitute for 

oral reading? 

55. Which demands more effort from the child? 



l6 A GUIDE TO THE TEACHEr's MASTERY OF TEXTS 

56. How should new words be taught in this case? 

57. Why will not the average child spend much time on 

his study of the reading lesson? 

58. What are the child's difficulties in studying reading? 

59. What are the child's difficulties in reading in 4th, 5th, 

6th, 7th, 8th, 9th grades, and the High School ? 

60. Why is it necessary to plan carefully for the work of 

the study period? 

61. What should the child be given for study period in 4th, 

5th, 6th, 7th, 8th, 9th, and High School grades? 

62. How assign a lesson to different grades? 

63. Should lessons be given in order of text book? 

64. What subjects are made the bases of readers? 

65. Which would be your choice? 

66. Should the child study thoroughly one reader in a 

grade or handle many texts ? 

67. What is your opinion of using periodicals instead of, 

or as supplementary to, texts ? 

68. How may newspapers be used, instead of readers ? 

69. What periodicals would you use? 

70. Should newspapers as reading matter be encouraged 

below 4th grade? 

71. How should supplementary reading be used? 

72. What are some of the best supplementary books? 

73. What is dramatization? 

74. What is its value? 

75. How often should it be used? 

76. What selectjpns may be dramatized successfully? 
yy. In what grades should the dictionary be used? 

78. In what grades the encyclopedia? 

79. Should spelling be taught in connection with reading 

lesson? 

80. If so, why? 

81. In what grades ? 

82. What place on the program should the reading reci- 

tation occupy? 



AND AIDS IN ELEMENTARY INSTRUCTION I7 

83. How many periods a day should be devoted to it? 

84. How much time should be spent in one recitation of 

4th, 5th, 6th, 7th, 8th, 9th and High School grades ? 

85. How induce the child to read the works of standard 

authors ? 

86. How may the habit for good reading in after life be 

cultivated ? 

87. What bearing has the literary atmosphere at home, or 

lack of it, upon the child's power to interpret lit- 
erature ? 

88. Who was reared in a literary atmosphere? 

89. How was this atmosphere qreated ? 

90. How teach the moral lessons to be gained from the 

selection ? 

91. What selections are suitable for High School classes? 

92. How should a selection in such a grade be presented ? 

93. What difficulties beset the High School pupil in 

reading ? 

94. How may reading reports be kept? 

95. What three selections are considered by some to be 

the finest in the English language? 

96. What can the teacher do to influence the child's outside 

reading? 

97. What may be done to provide reading material for 

children outside of texts ? 

98. What is meant by the spiral system in reading ? 

99. Why is reading so difficult a subject to teach ? 

100. Is it possible to obtain from the child in the study of 
literature the same amount of concentrated effort 
exacted in a subject like mathematics or language? 

loi. Would it be possible for the pupil to gain as much 
mental discipline from literature as from mathe- 
matics or the languages? 

102. What is the purpose of devices in reading? 

103. What are some good devices for teaching reading? 



l8 A GUIDE TO THE TEACHER S MASTERY OF TEXTS 

CHAPTER III 

Suggestions for the Study of Literary 
Selections 

1. What is the purpose of such study? 

a. To cultivate in the child a taste for the finest in 

Literature. 

b. To instill in him 

1. Love for the highest and best. 

2. Noble thoughts. 

3. Patriotism. 

4. Courage. 

c. To aid in cultivating expression. 

If the child thinks clearly and feels deeply there will be 
no room for fear or self-consciousness, and expression will 
become a delight. 

2. The selection should be an example of the finest lit- 
erature and the purest English. 

3. Author. 

a. Conditions under which the selection was written. 

b. Most notable works. 

c. Life. 

d. Rank as a writer. 

4. If the source of the plot of the selection is available, 
require the pupil to write upon this subject. 

a. Have the papers read aloud, discussed, and un- 
necessary parts eliminated. 

5. The historical or local setting should be noted. 

6. Any striking peculiarities of houses, buildings or gar- 
dens should be pointed out. 

7. Note the central or main thought running through the 
selection. 

8. Have the selection read and viewed as a whole. 

9. Let the obscure phrases, passages and unusual or ob- 
solete forms be found and explained. 

Note. — Do not analyze the selection untill all life is taken 
out of it. 



AND AIDS IN ELEMENTARY INSTRUCTION IQ 

10. Require the pupil to write a review of the selection. 

11. The pupil may write an analysis of the dififerent chai- 
acters portrayed. 

Note. — Nos. lo and 1 1 should be the result of silent, inde- 
pendent study. 

12. Have the pupil commit and recite especially beauti- 
ful or strong- passages. 

13. Let there .be one recitation in which each child reads 
or recites a selection chosen by himself. 

14. If possible encourage the pupils to dramatize the 
selection. This should come as the summing up of all expe- 
riences. 

a. The class may be divided into groups and each 

group may dramatize. 

b. After such action — 

1. Good things may be noted. 

2. Suggestions made. 

3. Criticisms offered. 

15. While scenery and costumes add greatly to the inter- 
est they are not essential. Leland T. Powers, Bertha Kunz 
Baker, Katherine Jewell and Katherine Oliver employ neith- 
er of them. 

16. The child may be prepared to listen intelligently to 
some Shakesperian play or some entertainment of a high 
order to be presented in the place by fine actors. 



20 A GUIDE TO THE TEACHEr's MASTERY OF TEXTS 

CHAPTER IV 

Educational Value of Text Examination. 



It is believed that the critical examination of a few of the 
best texts will prove beneficial to the teacher, for the follow- 
ing reasons : 

1. It creates a standard by which the teacher is enabled 
to judge of and compare the superiority and inferiority of 
texts. 

2. A text enters so largely into the innermost intellectual 
life of the child and determines to such a degree the teach- 
er's success that the examination of texts should render the 
important task of selecting, less difficult. 

3. It gives a teacher the power to select personally ard 
to give intelligent aid to those introducing new books to be 
used as texts or supplementary work. 

4. It teaches different views of master minds upon the 
presentation of subjects and the arrangement of material. 

5. By observing the views of different authors and gain- 
ing some idea of the wealth of material extant it gives a 
teacher a far broader scope and prevents narrow-mindedness. 

6. The examination of many texts upon the same subject 
broadens the teacher's method of presenting any one text. 

7. It impowers the individual to know just where to find 
references and supplementary work not included in the 
text used. 

8. If a teacher masters a text thoroughly she will enjoy 
the book more fully, impart more valuable instruction, and 
secure better work from the pupil. 

9. If the teacher is thoroughly conversant with the au- 
thor's views of a subject, she will use his material more 
intelligently. 

10. It enables one to select a book best suited to a par- 
ticular purpose. 

11. By examining books according to the laboratory 



AND AIDS IN ELEMENTARY INSTRUCTION 21 

method, merits and demerits are more firmly fixed in the 
mind than by discussing facts concerning them and memor- 
izing them. 

12. It will enable the teacher to determine which texts 
are too difificult for the child. 

13. It enables the teacher to see which is the most modern 
and up-to-date in its treatment. 

14. It brings before the teacher some of the best texts 
now published. 

15. It instructs how to master the problems with which a 
teacher has to contend. 

Because of the value of this work there will be found in 
this text an outline for the examination of First, Second and 
Third Readers, for the readers from the Fourth Grade and 
upwards, for texts in English, for Arithmetics and Geog- 
raphies. The first four points in the first outline. Cover, 
Author, Publisher, and Year Published, form the beginning 
of each succeeding outline, but are not repeated for the sake 
of brevity. 



22 A GUIDE TO THE TEACHER S MASTERY OF TEXTS 

CHAPTER V 

Outline for the Study of Texts of First, 
Second and Third Readers 



I. Cover. 

a. Color? 

b. Design ? 

1. Artistic? 

2. Conventionalized ? 

c. Appropriate ? 

d. Substantially bound? 

II. Author. 

a. Name ? 

b. Rank ? 

III. Publisher. 

a. Name? 

b. Address ? 

IV. Year published? 

V. Preface. 

a. Number of pages? 

b. Comparative length? 

c. Main heads ? 

d. Are they definitely brought out? 

e. Comprehensive ? 

f. Does it contain reasons why reading" is taught? 

g. Does it state the ends to be accomplished by the 
book? 

h. If a set is published, are the contents and purpose 

of each stated in any one of the series? 
i. Does it contain acknowledgment of aid? 

VI. Acknowledgment of permission to publish. 

a. Where found. 

1. Preface? 

2. Close of selection? 



AND AIDS IN ELEMENTARY INSTRUCTION 23 

VII. Introduction. 

a. Comparative length? 

b. Acknowledgment of aid? 

VIII. Contents. 

a. Number of selections 

1. Prose? 

2. Poetry ? 

b. Title of selection? 

c. Page where found ? 

d. Name of author? 

e. Arrangement 

1. According to page ? 

2. According to author's work ? 

3. Topical? 

f . Classified ? 

IX. Suggestions to teachers. 

a. Where found? 

b. Helpful? ' 

c. Sufficient number? 

X. Material of text. 

a. Which predominates 

1. Prose — Why? 

2. Poetry — Why ? 

b. Selections ? 

1. Nature study? 

2. Nature myths ? 

3. Natural phenomena? 

4. Scientific ? 

5. Legends? 

6. Fables ? 

7. Fairy Tales? 

8. Classical Tales ? 

9. Stories from noted authors abridged and 
adapted ? 

10. Child stories? i. e. those appealing to the 
experience and interest of childhood. 



24 



A GUIDE TO THE TEACHERS MASTERY OF TEXTS 



11. Dialogues? 

12. History? 

13. Biography? 

14. Literary biography? 

15. Translations? 

16. Poems ? 

17. Biblical selections ? 

18. Selections pertaining to child life in other 
countries 

a. "The Chinese Boy?" 

b. 'Tn Japan?" 

c. "The Truthful Little Persian?" 

19. Folk-lore 

a. Old Irish? 

b. Spanish ? 

c. Syrian ? 

d. "Hindu Fairy Tale?" 

c. If material is of a conglomerate nature, what sub- 
ject predominates? 

d. Product 

1. Of writers of highest rank? 

a. What is the proportion of classics? 

2. Modern authors ranking w'ell ? 

e. Arrangement 

1. Prose and poetry interspersed? 

2. Work of authors grouped ? 

3. Kindred subjects grouped? 

4. Are subjects grouped because of the rela- 
tion of thought? 

5. Logical? 

6. Spiral? 

f. Is it true to the instincts of childhood? 

g. Is book tinged with local coloring? 
h. Material used to fill in space 

I. Memory gems 
a. Poetry ? 



AND AIDS IN ELEMENTARY INSTRUCTION 25 

b. Prose ? 

2. Proverbs ? 

3. Trite sayings ? 

a. Which of these three predominate ? 
i. Author's name at close of selection? 
j. Selections to be memorized 

a. Number ? 

b. Kinds ? 
k. Used as 

1. Text? 

2. Supplementary work? 
XL Language exercises. 

a. Comparative number? 

b. Words for sentence making? 

c. Questions to be answered after the study of the 
picture ? 

d. Copying of a letter and its reply? 
XIL Reviews. 

a. Comparative number? 

b. How often occur? 

c. Lesson headed, "Review of difficult words?" 
XIIL Sight reading. 

a. How often found? 

b. New view of an old subject? 

XIV. Phonetic exercises. 

a. Comparative number? 

b. Phonetic chart? 

c. Phonetic drills? 

d. Sound table ? 

e. Where found? 

1. Scattered through book? 

2. At close of text? 

XV. Print. 

a. Size 

1. Large? 

2. Small? 



2^ A GUIDE TO THE TEACHER's MASTERY OF TEXTS 

b. Clear? 

c. Attractive ? 

d. Marked difference in type ? 

XVI. Quality of paper. 

a. Fine ? 

b. Medium ? 

c. Poor ? 

XVII. Script. 

a. Capitals and small letters? 

b. Lesson with script and print alternating? 

c. To be copied? 

d. Entire lesson in script? 

(To familiarize child with reading writing.) 

f. Social letters printed in script? 

g. Where found. 

1. In front of text? 

2. At close? 

3. Scattered through? 

XVIII. Alphabet. 

a. Large and small letters 

1. In script? 

2. In print? 

XIX. Arabic notation, 
a. Where found? 

XX. Definitions. 

a. Comparative number? 

b. Of what consist 

1. Explanation of words? 

2. Resemblances to explanations? 

XXI. Illustrations. 

a. List of masterpieces and illustrations? 

1. Comparative length? 

2. Well paged? 

b. Number? 

c. Quality 

I. Fine? 



AND AIDS IN ELEMENTARY INSTRUCTION 27 

2. Medium ? 

3. Poor? 

d. Colored ? 

e. Educative ? 

f . Portraits of authors ? 

g. Reproductions of famous masterpieces? 
h. Of noted statuary? 

i. Historical? 

j. Artist mentioned? 

k. Purely decorative without reference to text? 

1. Drawn with few lines for pupil to copy? 

m. Where found 

1. On title page? 

2. On pages at beginning and close of book 
usually left blank? 

3. At beginning of lesson? 

4. Interspersed through the text? 
n. Head pieces 

1. Number? 

2. Quality ? 
o. Tail pieces 

1. Number? 

2. Quality ? 
XXn. Division into lessons 

a. Well divided? 

b. Poorly divided? 

c. Practically no division made? 
XXIH. Grading of lessons. 

a. Well graded ? 

b. Poorly graded? 

c. No attempt at gradation? 
XXIV. Word lists. 

a. Number of pages, if at close of book? 

b. Diacritically marked, accented and separated into 
syllables ? 

c. Silent letters italicized? 



28 A GUIDE TO THE TEACHEr's MASTERY OF TEXTS 

d. Correct pronunciation in parenthesis? 

e. Complete list of words in the reader? 

f. Arranged according to their appearance in les- 
sons? 

g. Guide to pronunciation? 

h. List which every child should be able to spell? 
i. Where found 

1. At close of book? 

2. At beginning and close of selection? 

XXV. Degree of difficulty. 

a. Sufficiently difficult. 

b. Too difficult? 

c. Not difficult enough? 

XXVI. For what age? 
XVII. For what grade? 

XXVIII. Favorable criticisms? 

XXIX. Unfavorable criticisms? 

XXX. Problems before the teacher? 

XXXI. Psychological aspect? 



AND AIDS IN ELEMENTARY INSTRUCTION 29 

CHAPTER VI 

Outline for the Study of the Texts from 
the Fourth Grade and Upwards 



V. Preface. 

a. Number of pages? 

b. Comparative length? 

c. Main heads ? 

d. Are they definitely brought out? 

e. Comprehensive ? 

f. Does it contain reasons why reading is taught? 

g. Does it state the ends to be accomplished by the 

book? 
h. If a set is published, are the contents and purpose 

of each stated in any one of the series ? 
i. Does it contain acknowledgment of aid ? 
j. Does it contain names of critics? 

VI. Acknozdedgmcnt of permission to publish. 

Where found 

a. Preface? 

b. Close of selection? 

VII. Introduction. 

a. Comparative length ? 

b. Acknowledgment of aid ? 

c. Names of critics ? 

VIII. Contents. 

a. Number of selections 

1. Prose? 

2. Poetry ? 

b. Titles of selections? 

c. Pages where found ? 

d. Names of authors? 

e. Arrangement 

I. According to pages? 



30 A GUIDE TO THE TEACHER S MASTERY OF TEXTa 



2 



Accordino: to author's work? 



3. Topical ? 

4. Alphabetical ? 

5. Logical? 

6. Varied ? 

IX. Article on the reading lessons and its uses. 

X. List of authors and their selections. 

Alphabetically arranged ? 
Length of list? 
Page indicated? 
XL Suggestions to teachers. 

a. Comparative number? 

b. Sufficient number? 

c. Helpful ? 

d. Is psychological view of reading presented? 

e. Where found? 
XI I. Material of text. 

a. Which predominates 

1. Prose — why? 

2. Poetry — why ? 

b. Prose selections 

1. Classical? 

2. Cutting from a standard work? 

3. Translation from a classic of a foreign 

language ? 

4. Historical ? 

5. Oratorical? 

6. Biographical ? 

7. Autobiographical ? 

8. Philosophical? 

9. Didactic ? 

10. Biblical? 

11. Narrative? 

12. Descriptive? 

13. Scientific? 

14. Nature study? 



AND AIDS IN ELEMENTARY INSTRUCTION 3 1 

15. Eulogy? 

16. Legendary? 

17. Expository? 

18. Argumentative? 

19. Revery ? 

20. Allegorical ? 

21. Mythical? 

22. Humorous ? 

23. Essay? 

24. Pathetic ? 

25. Address ? 

c. Poetical selections 

1. Dramatic? 

2. Sonnet ? 

3. Biblical? 

4. Hymn ? 

5. Legend ? 

6. Historical ? 

7. Philosophical ? 

8. Patriotic ? 

9. Elegy? 

10. Ode? 

11. Ballad? 

12. Lyric? 

13. Allegory? 

14. Dirge ? 

15. Didactic? 

16. Nature study? 

17. Narrative? 

18. Pathetic? 

19. Temperance ? 

20. Ordinary ? 

d. If the material is of a conglomerate nature, what 

subject predominates? 
c. Product 

I. Of writers of highest rank ? 



2^2 A GUIDE TO THE TEACHER S MASTERY OF TEXTS 

a. What is the proportion of classics? 
2. Of modern authors ranking well? 

f. Arrangement 

1. Prose and poetry interspersed? 

2. Work of authors grouped? 

3. Kindred subjects grouped? 

4. Are these grouped because of relation in 

thought ? 

5. Logical ? 

g. Is it true to the instincts of childhood? 
h. Sketches of authors' lives 

1. At beginning of selection? 

2. At close of selection ? 

i. Is book tinged with local coloring? 

j. Prose quotations interpolated in finer print? 

Poetical quotations interpolated in finer print? 
k. Material used to fill in space 

1. Memory gems 

. Poetry ? 
Prose ? 

2. Proverbs ? 

3. Trite sayings? 

a. Which of these three predominate? 

4. Where found? 

a. Between table of contents and list of 

authors ? 

b. On pages usually left blank at begin- 

ning and close of book? 

c. On title page? 

d. At beginning of selection? 

e. At close of selection? 
1. Author's name at close of selection ? 

XIII. Explanatory notes. 

A. a. Comparative number? 

b. Lengthy ? 

c. Clear? 



AND AIDS IN ELEMENTARY INSTRUCTION 33 

d. Confusing? 

e. In different type? 

B. Consist of what. 

1. Attempts to make clearer the material of 

text by statements called argument? 

2. Of long or short dissertations at back of 

book with page references ? 

3. References to other selections of a similar 

nature (allusions) ? 

4. Title of selection from which cutting is 

made ? 

C. Do they include brief notes of the author's life? 

D. Where found 

a. At beginning of selection? 

b. At close of a selection ? 

XIV. Foot-notes. 

a. Translation of a sentence or phrase in foreign 

language ? 

b. Quotation bearing upon subject? 

c. Synonym for obsolete or unusual form? 

d. Definition of same? 

XV. Definitions. 

a. Comparative number? 

b. Lengthy ? 

c. Concisely worded? 

d. Of important words? 

e. Of non-important words ? 

XVI. Suggestions to pupils. 

a. Many? b. Few? c. Helpful? d. Where found? 

XVII. Questions. 

a. Many ? b. Few ? c. Testing ? d. Provocative 
of thought? e. Logical sequence? 

XVIII. Key or guide to pronunciation? 

XIX. Lexicon' or pronunciation of nezv and difficult words. 

a. Number of pages? 

b. Important ? 



34 A GUIDE TO THE TEACHER S MASTERY OF TEXTS 

c. Non-important ? 

d. Difficult? 

e. Obsolete ? 

f. Not in general use? 

g. Foreign language? 

h. Diacritically marked ? 

i. Definitions in same list? 

j. Authorities for pronunciation? 

XX. Division into lessons. 

a. Well divided? 

b. Poorly divided? 

c. Practically no division made? 

XXI. Grading of lessons. 

a. Well graded? 

b. Poorly graded? 

c. No attempt at gradation? 

XXII. Illustrations. 

a. Number ? 

b. List of masterpieces and illustrations? 

1 . Length ? 

2. Well paged? 

c. Quality 

1. Fine? 

2. Medium? 

3. Poor? 

d. Educative ? 

e. Portraits of authors? 

f. Reproductions of noted pictures ? 

g. Illustrations of noted statuary? 
h. Source given? 

i. Purely decorative without reference to the text? 

j. Historical? 

k. Two or three grouped? 

1. Where found 

I. On pages at beginning and close of book 
usuallv left blank? 



AND AIDS IN ELEMENTARY INSTRUCTION 35 

2. At beginning of lesson? 

3. Interspersed through the text? 
m. Head pieces 

1. Number? 

2. OuaHty ? 
n. Tail pieces 

1. Number? 

2. Quality ? 

XXIII. Priut. 

a. Size? 

1. Large? 

2. Small ? 

3. Marked difference in type. 

b. Clear? 

c. Attractive ? 

XXIV. Quality of paper. 

a. Fine ? 

b. Medium ? 

c. Poor ? 

XXV. Lists of neiv and difficult words. 

a. Number of pages, if at close of book ? 

b. Diacritically marked, accented and separated into 

syllables ? 

c. Correct pronunciation in italics ? * • 

d. Words and definitions combined ? 

e. Notes for study, including lists of words, defini- 

tions and explanatory notes or suggestive 
questions ? 

f. Where found 

1. At close of book? 

2. At beginning of selection ? 

3. At close? 

XXVI. Index of writers. 

a. Name ? 

b. Date of birth and death? 

c. Titles of selections ? 



36 A GUIDE TO THE TEACHEr's MASTERY OF TEXTS 



d. 


Page whereon found ? 




XXVII. 


Titles of hooks that should he in the 


library. 


XXVIII. 


Difficulty. 




a. 


Sufficiently difficult? 




b. 


Too difficult? 




c. 


Not difficult enough? 




XXIX. 


Used. 




a. 


As text? 




b. 


As supplementary work? 




XXX. Index. 




a. 


Number of pages ? 




b. 


Alphabetically arranged ? 




XXXI. 


For what agef 




XXXII. 


For what grade? 




XXXIII. 


Favorable criticisms? 




XXXIV. 


Unfavorable criticisms? 




XXXV. 


Problems before the teacher? 




XXXVI. 


Psychological aspect of reading? 





AND AIDS IN ELEMENTARY INSTRUCTION 37 

CHAPTER VII 

Review Questions on the Texts of 
Readers Examined 



1. Which has the most attractive cover? 

2. Which the least attractive? 

3. Which the longest preface? 

4. Which the shortest? 

5. Which the most inspiring one? 

6. Which the most psychological? 

7. Which gives six important features concerning the 

quality of the literary selections? 

8. Which sets forth the predominating characteristic of 

the contents in each book of the set ? 

9. Which state the principles of teaching reading? 

10. Which in your judgment is best? 

11. Which contain acknowledgment of permission to 

publish ? 

12. Which contain acknowledgment of aid? 

13. Which contain the names of critics? 

14. Which has an introduction? 

!=;. Which has the best table of contents? 

16. Which have suggestions to teachers? 

17. In which are the suggestions to teachers especially 

pedagogical ? 

18. Which treats of faults teachers should seek to correct 

in the child? 

19. Which has the best suggestions to teachers? 

20. Which have suggestions to pupils? 

21. In which does prose predominate? 

22. In which poetry? 

23. In which are prose and poetry interspersed? 

24. In which is the work of authors grouped ? 



38 A GUIDE TO THE TEACHER''s MASTERY OF TEXTS 

25. In which are subjects having the same ethical motive 

grouped ? 

26. Which have an index of writers? 

27. Which have lists of authors- and their selections ? 

28. Which have the author's name in connection with the 

selection ? 

29. In which are sketches of the authors' lives found ? 

30. Which contain authors of the highest rank? 

31. Which contain the most classical selections? 

32. Which publishes complete selections in order not to 

encourage scrappy reading? 

33. Which is constructed according to the culture epoch 

theory ? 

34. Which set seeks to appeal to the interests of the child 

at his special stage of development? 

35. In which are types presented? 

36. In which is the language used that of children in con- 

versation ? 
37. Which text contains Mother Goose Rhymes? 

38. Which first readers contain script ? 

39. Which first readers have the lessons numbered? 

40. Which texts have material used to fill in space? 

41. In which is there printed a suitable selection inside 

the cover? 

42. In which are the memory gems especially fine? 

43. Which correlates language lessons with reading? 

44. Which correlates geography with reading? 

45. Which correlates history with reading? 

46. Which contains historical and biographical stories 

that later will correlate with other studies ? 

47. Which plans to supplement the text with outside 

reading on the same topic ? 

48. Which contains a model for the study of a poetical 

masterpiece ? 

49. Which have references to other selections of a similar 

nature ? 



AND AIDS IN ELEMENTARY INSTRUCTION 39 

50. In which is the material such as to create interest? 

51. In which is it sufficiently difficult? 

52. In which is it too difficult ? 

53. In which is it not difficult enough ? 

54. Which seem best adapted to the grade for which they 

are intended ? 

55. Which exemplify the spiral system? 

56. Which has explanatory notes? 

57. Which have foot notes ? 

58. Which has the best definitions? 

59. Which have questions? 

60. Which have testing questions? 

61. Which have those provocative of thought? 

62. Which have a key or guide to pronunciation? 

63. Which have lists of new and difficult words ? 

64. Which have a lexicon or pronouncing vocabulary? 

65. Which have the lessons well divided? 

66. Which poorly divided ? 

67. Which make no division into lessons ? 

68. Which have the lessons well graded? 

69. Poorly graded? 

70. Which make no attempt at practical gradation? 

71. In which are there lists of illustrations? 

'J2. In which are there illustrations on the title page ? 

73. Which has the finest illustrations ? 

74. Which the poorest? 

75. In which are they purely decorative? 

^6. Which has the best portraits of authors ? 

yy. Which have historical illustrations ? 

78. In which are two or three pictures grouped ? 

79. In which are there headpieces? 

80. In which tailpieces? 

81. Which have great difference in type? 

82. In which is the print small ? 

83. In which is it most attractive? 

84. In which is it clearest? 



40 A GUIDE TO THE TEACHER S MASTERY OF TEXTS 

85. Which have the best quality of paper? 

86. In which do the lessons not begin at the top of the 



page 



87. Which book has the best index? 

88. Which have a list of books that ought to be in the 

library ? 

89. What style of literature predominates in Brumbaugh's 

Standard First Reader? 

90. In the First Reader in the Stepping Stones to Liter- 

ature ? 

91. In Book One in Lights to Literature? 

92. In the First Reader in the Progressive Course in 

Reading? 

93. In the First Book on the graded Literature Readers? 

Readers ? 

94. In Jones' First Reader? 

95. In the First Year of the Baldwin's Readers? 

96. In Book I. of Heart of Oaks Books? 

97. In Brumbaugh's Standard Second Reader? 

98. In the Second Reader of Stepping Stones to Litera- 

ture? 

99. In Book Two of Lights to Literature ? 

100. In the Second Book of the Progressive Course in 

Reading? 
lOT. In the Second Book of the Graded Literature Readers? 

Readers ? 
IG2. In Jones' Second Reader? 

103. In the Second Year of School Reading by Grades? 

Grades ? 

104. In Book II. of Heart of Oak Books? 

105. In Brumbaugh's Standard Third Reader? 

io6. In the Third Reader of Stepping Stones to Literature? 
erature ? 

107. In the Third Reader of Lights to Literature? 

108. In the Third Book of the Progressive Course in Read- 

ing? 



AND AIDS IN ELEMENTARY INSTRUCTION 4I 

109. Ill the Third Book of Graded Literature Readers ? 

no. In Jones' Third Reader? 

111. In the Third Year of Baldwin's Readers? 

112. In Book III. of Heart of Oaks Books? 

113. In Brumbaugh's Standard Fourth Reader? 

114. In the Fourth Reader of Stepping Stones to Liter- 

ature ? 

115. In the Fourth Reader of Lights to Literature? 

116. In the Fourth Book of the Progressive Course in 

Reading ? 

117. In the Fourth Book of Graded Literature Readers? 

Readers ? 

118. In Jones' Fourth Reader? 

1 19. In the Fourth Year of Baldwin's Readers ? 

120. In Book IV. of Heart of Oaks Books? 

121. In Brumbaugh's Standard Fifth Reader? 

122. In a Reader for Fifth Grades in Stepping Stones to 

Literature ? 

123. In the Fifth Reader of Lights to Literature? 

124. In the Fifth Book of the Progressive Course in Read- 

ing? 

125. In the Fifth Book of Graded Literature Readers? 

126. In Jones' Fifth Reader? 

127. In the Fifth Year of Baldwin's Readers? 

128. In Book V. of Heart of Oaks Books ? 

129. In a Reader for Sixth Grades in Stepping Stones to 

Literature ? 

130. In the Sixth Book of Graded Literature Readers? 

131. In the Sixth Year of Baldwin's Readers? 

132. In Book VI. of Heart of Oaks Books? 

133. In a Reader for Seventh Grades in Ctepping Stones to 

Literature ? 

134. In the Seventh Book of Graded Literature Readers? 

Readers ? 
136. In Book VII. of Heart of Oaks Books? 



42 A GUIDE TO THE TEACHER S MASTERY OF TEXTS 

137. In a Reader for Higher Grades in Stepping Stones to 

Literature ? 

138. In the Eighth Book of Graded Literature Readers? 

Readers ? 

139. In the Eighth Year of Baldwin's Standard Readers? 



AND AIDS IN ELEMENTARY INSTRUCTION 43 

CHAPTER III 



English 



Definition of Language Study. 

Language study teaches a child the correct use of the 
mother tongue in speaking and writing. It is preparatory 
to grammar and in one sense is grammar but is not so called 
because the latter is much more technical and because to 
many a child the word grammar suggests a study to be 
dreaded because of its difficulty. 
When Teach Language^ 

As soon as the child enters school, language may be taught 
by means of conversational lessons upon subjects that are 
familiar and interesting. 
The Basis of Language Study. 

Nature study, literature, including English and foreign 
classics, history, art, including masterpieces in sculpture 
and painting and geography, may be made the basis of lan- 
guage study. 
Correlation of Language With Other Studies. 

The connection between language and reading is very 
close. 

Language may also be correlated with nature study, geog- 
raphy, drawing and manual training. 

If the general lessons are made interesting, language les- 
sons will easily grow out of them. 
A Separate Period For Language. 

Each lesson should be a language lesson in the sense that 
the child's mistakes in speaking and writing should be cor- 
rected, but it is also well to have a period set apart which 
should be distinctively a language recitation. 
Reproduction of Stories. 

The oral reproduction of stories may begin in the first 
grade and increase in difficulty as the child advances and 



44 A GUIDE TO THE TEACHER S MASTERY OF TEXTS 

is able to reproduce them in written form. 
When Use The Text? 

When the child is able to read understandingly and gain 
information from the book he may use a language text. 
This would probably occur in the third grade. 
Technical Grammar in the Language Book. 

While technical grammar should not predominate in the 
language book a limited amount may appear therein prep- 
aratory to the intensive study of grammar. 
Value of Language Study. 

It teaches the child 

I. To speak and write correctly. 
II. To be more fluent in expression. 
III. To enlarge his vocabulary. 
When Begin the Study of Grammar^ 

At one time it was thought that when the child was able 
to read for information, which would be about the third 
grade, he was ready to begin the serious study of such 
texts as arithmetic, geography and grammar, but riper 
judgment decrees that he shall not begin until the sixth 
or seventh grades, or even later. 
Why Study Grammar? 

I. Perhaps the best and most forceful reason that may 
be urged is that the child may be prepared to understand 
thoroughly English Literature. 

II. Whitney says : "We study grammar that we may 
correctly, accurately and quickly determine all the thought 
in the English sentence and see every shade of meaning." 

III. The intensive study of grammar should lead the 
pupil to improve the structure of his own sentences. 

IV. An able authority states that grammar is one of the 
best subjects that can be studied for developing the reason- 
ing power. 

V. It produces swdft, accurate, logical and independent 
thinking. 



AND AIDS IN ELEMENTARY INSTRUCTION 45 

VI. It creates for the pupil a standard by which to cor- 
rect his own speech. 

VII. It places before him reasons for the standard 
given. 

Docs Grammar Exercise the Reasoning Faculty f 

If grammar is taught correctly it does exercise the rea- 
soning faculty to a marked degree. The judgment called 
for in analyzing and in deciding what part of speech a 
word is, often calls forth very deep reasoning on the child's 
part. 
The Thought Relations of Words. 

This signifies the relation which one word bears to an- 
other in the sentence. The relation of subject and predicate, 
of the modifiers of each, and of phrases and clauses, are in- 
cluded under this. 
The Place Relation of Words. 

This signifies simply the place or space which a word oc- 
cupies in the sentence. 
Is Grammar a Thought or a Fact Study f 

Many teachers have required the pupil to spend the major 
part of his time studying facts, memorizing rules and def- 
initions and have called that grammar. 

If grammar is properly taught it should be made em- 
phatically a close study of thought relations. 

To interpret other studies the child needs to see the 
thought relations existing between words and he can be led 
to see these relations through the study of grammar, which 
is an intense thought study when presented as it should be. 
In fact an eminent authority has said that in all probability 
it is more of a thought study than arithmetic. 

The training that comes from the study of grammar is 
invaluable, since if the mind is rightly developed it may 
lead to the study of logic. 
How Grammer May be Made a Through Study. 

It is essential that there should be formal drill in the 



46 A GUIDE TO THE TEACHER's MASTERY OF TEXTS 

parts of speech and their uses, but if grammar is to be made 
such a dehght to the child as to become one of the most 
fascinating of his studies, the connection between it and 
literature must be a vital one. 

If sentences, different from those found in the grammar, 
are placed upon the board for study, if the child is made to 
see that he is studying books rather than texts and above 
all if he studies beautiful and uplifting thoughts clothed in 
words of beauty, the study of grammar may appeal to him 
in an altogether different light from the way in which it 
ordinarily does. 
Is Grammar an Inductive or Deductive Study? 

As ordinarily considered, it is a deductive study, but its 
effects are far more beneficial when considered inductively. 

The ordinary grammar a few years ago was arranged on 
this wise : 

1. The definition. 

2. The illustration. 

3. Sentences for practice usually formed according to 

the same model. 

The modern method is: 

1. Questions that will lead the child to formulate the 

definition. 

2. The definition. 

3. Illustration. 

4. Sentences for practice which are interesting, varied, 
and such as demand thought from the pupil. 

If the sentences are to demand deep thought on the 
child's part they must be varied. There may be enough 
sentences to illustrate the special case, but there should be 
also sentences of kinds previously studied to call forth stu- 
dious effort. 

These sentences may be taken from history and literature 
as is customary in the German. schools, and be such as will 
impart information. 



AND AIDS IN ELEMENTARY INSTRUCTION 47 

Hoiv Insure Correct Speechf 

While it would seem plausible that the child who has al- 
ways been surrounded by people speaking correct English 
would be more likely to use it himself, thfs does not follow 
by any means, nor does it follow that a thorough knowl- 
edge of grammar will secure correct speech. 

In the case where parents do not use correct English 
we cannot be certain that example, instruction or knowl- 
edge of prmciples and rules will avail, for it is said that 

er'%xarjle.''""'^' ""' °''^" "^ ^° "^"^^^ ^^^ ^^^h" 
How Interest the Child in Using Correct Speech? 
I. By placmg before him a fine model. 

2^ By bringing to his notice literary productions of a 
high order that mterest him. 

3. By criticising his mistakes so tactfully that he will 
not be discouraged, but will be incited to greater effort. 

4. By impersonal criticism of mistakes made in cur- 
Tent conversation. 

r l\ ^^ ^PP^^I^"S- to the child's desire to use correct En^, 
lish because it is the standard of the educated. 
Why a Teacher Should Have Command of Good English. 
To be a good conversationalist means not simplv to be 
voluble, but to speak to the point, without repetition,' in few 
and choice words. 

The ambitious teacher should have within herself the de- 
sire to use the purest English possible because it is the 
standard of education. 

It is of special advantage to the teacher to have a good 
command of language, because : 

1. Of necessity the average teacher is forced to talk 

:^oZ:tii^^ot.^^ '"' ^™^ '-' -'-' '^y ^- "- 

2. Whether she wills it or not, whether her English is 



48 A GUIDE TO THE TEACHER^S MASTERY OF TEXTS 

good or poor, whether she uses slang or not, she will be 
copied by the pupils. 

3. She commands more respect from her pupils if she 
speaks correctly, since it is the insignia of a good educa- 
tion. 

4 She may aid in enlarging the pupil s vocabulary. 

5. She must know English well in order to criticise ade- 
quately the oral and written work of the pupil. 

6. She needs to : 

a. Question skillfully. 

b. Explain clearly. 

c. Illustrate aptly. 

d. Describe vividly. 

e. Draw distinctions closely. 

f. Convince thoroughly in argument. 

7. She must lead the pupil skillfully to formulate rules- 

and definitions. . 

8 She must use good English if she wishes to give pleas- 
ure and make lasting impressions upon those with whom 
she comes in contact. 
Correction of Errors in Expression. 

It is well to have definite exercises for the correction 01 
erorrs in expression, either selected by the teacher from 
the conversation of the pupils, or by the pupils from ex- 
pressions which reach their ears. If these are corrected 
orally in an impersonal manner, as it is perfectly easy 
to do, it may prove of great value because grammatical 
knowledge may be as firmly fixed in this way as in any 
other If the models placed before the child m speaking 
and writing are correct it would seem that his tendency 
would be to speak and write correctly himself. For this 
reason, while the oral correction of sentences may prove 
beneficial, incorrectly written sentences should be placed 
before the child but seldom, and then only when his habits 
of expression are practically formed. 



AND AIDS IN ELEMENTARY INSTRUCTION 49 

Why the Child Dislikes Grammar. 
The child dislikes grammar because : 

1. He doesn't understand it. 

2. It isn't made interesting to him. 

3. It isn't well taught. 

4. He doesn't see what good it will do him. 

In other words, there is not the proper connection made 
between the study of grammar and his life. It is the ex- 
perience of many a pupil that after a foreign language, 
such as Latin, with its intricate constructions and inten- 
sive work in grammar has been studied, English gram- 
mar, which heretofore had been a closed book, became sud- 
denly capable of being understood and enjoyed. 

5. Parents do not always see the necessity for it. 

6. The teacher has required the child to memorize rules 
and definitions and has called that grammar, when it is on.'y 
an infinitesimal part of it. 

7. The tradition is handed down from class to class 
and from pupil to pupil that it is "hard" and therefore to 
be dreaded. 

The Complaint of the High Scliool Teacher of English. 

The high school teacher of English complains that the 
child is not properly grounded in the rudiments of gram- 
mar, and that the grade teacher has not done her work 
with sufificient thoroughness so that he has an adequate foun- 
dation for high school work. 

Parts of speech, which may be called the substantials of 
grammar, should be learned in the grades so that they will 
not be forgotten. The child should vmderstand especially 
the active and passive verbs and know how to use them. 
He should be taught to separate the essentials from the 
non-essentials. If the high school and the grade teacher 
should visit each other and compare notes, and if the child 
be allowed to use his grammar in the high school to con- 
sult it occasionally and thereby refresh his memory, there 



50 A GUIDE TO THE TEACHER S MASTERY OF TEXTS 

might be less complaint made by the high school teacher. 
The Use of Dictionary and Encyclopedia. 

If the child is required to consult the dictionary and en- 
cyclopedia for the better understanding of a word, phrase 
or sentence, it would make him consider the thought rela- 
tions, broaden his study of grammar and create in him the 
studious habit of going to the foundation of matters. 
IVIiy the Child Tires of the Written Exercise. 

The child tires of the written exercise because : 

1. The oral work requires so much less downright 
drudgery than the written work, and the average pupil does 
not like to delve. 

2. He is required to produce so many written exercises. 

3. He is not given interesting subjects to write upon. 

4. Often the written exercise isn't handed in, he is 
not required to make a recitation upon it in class, no ref- 
erence is made to it, or comments offered upon it, and no 
incentive to his ambition is offered in having his work com- 
pared with that of others. 

5. Of its unvaried monotony. 
Formidatini^ the Definition. 

It is difficult to formulate a definition, for it is a gen- 
eralization of what has preceded, and in making it, the 
essentials must be included and the non-essentials ex- 
cluded. 

The definition should be clearly worded and should con- 
tain the best words to express the exact thought. 

The child should be led step b}' step, as is the custom 
in the German schools, to formulate the definition himself, 
because : 

1. It is by this means that he is taught to reason in- 
ductively. 

2. His self-activity is aroused to a high degree, since 
to form the generalization well means a decided advance in 
thinkinsf. 



AND AIDS IN ELEMENTARY INSTRUCTION 5I 

3. He will remember the definition lonp^er if he form- 
ulates it himself, for if the exact words are forgotten and 
he has the idea he can repeat the process of reasoning 
and reform it at will. 
Diagramming. 

If the pupil used the diaj^ram simply as a means to an 
end, and dia5::;'rammed to obtain a mental picture of the re- 
lations of words in the sentence as a foundation for better 
analysis, it would undoubtedly be of value to him. 

It may serve as a device to help the teacher, since in a 
large class she can see at rapid glance just how each pupil 
regards the sentence under consideration. A few of the 
reasons why it does not seem desirable to diagram are : 

1. The ])lace instead of the thought relations of words 
are emphasized. 

2. A pupil who is able to diagram a sentence may be 
unable to analyze. 

3. It may be so used as to be a positive hindrance to 
further advancement, for many a pupil stops short at dia- 
gramming, feeling that his work is completed when that is 
accomplished, when in truth he is just at the point where 
the intricate work of analysis should begin. 

4. Attention is focused upon forming and placing the 
lines and writing the words upon the lines rather than upon 
the thought of the sentence. 

The Dread of Composition. 

The average child dreads composing, because : 

1. He is not familiar with the subject upon which he 
is to write. 

2. He is not interested in it. 

3. It is beyond his capacity. 

4. He was not properly trained in writing in the lower 
grades. 



52 A GUIDE TO THE TEACHER S MASTERY OF TEXTS 

CHAPTER IX 



Questions on English 



1. What is language study? 

2. To what is it preparatory? 

3. Why is it not called beginning grammar? 

4. What is the difference between language and gram- 
mar? 

5. When begin to teach language? 

6. When cease? 

7. What may be made the basis of language study? 

8. With what studies may language be correlated? 

9. How correlated with these? 

10. Should language lessons grow out of general lessons ? 

11. Should there be a separate recitation for language? 

12. Should every lesson be a language lesson? 

13. In what grade should reproduction stories be used? 

14. When is the best time for the language recitation? 

15. What are good texts in language? 

16. When should the child begin to use the text book 
in language? 

17. Should the language book contain technical gram- 
mar? 

18. What should the study of language do for the 
child? 

19. When begin the study of grammar? 

20. When cease? 

21. Why study grammar? 

22. Does it exercise the reasoning faculty? 

23. What part of reason requires the greatest sagacity? 

24. How is grammar peculiarly fitted to train the pow- 
ers of observation? 

25. What is meant by the place relations of words? 

26. What is meant by the thought relations? 

27. Is grammar a thought or a fact study? 



AND AIDS IN ELEMENTARY INSTRUCTION 53 

28. How does it compare with history, geography and 
psychology as a thought study? 

29. Of what vakie are the facts of grammar? 

30. What is the difference between a content and a form 
study ? 

31. Should formal drill in the parts of speech and their 
uses predominate, or should there be a vital connection be- 
tween literature and grammar? 

32. What are the studies immediately succeeding gram- 
mar? 

33. What is the difference between a logical and a psy- 
chological concept as applied to grammar? 

34. To what does the study of grammar lead ? 

35. Is grammar an inductive or deductive study? 

36. What are good texts to use in grammar? 

37. Will the child who has always been surrounded by 
people speaking correctly, use correct English? 

38. Is he more likely to do so? 

39. What is true of the parents' example? 

40. Does a thorough knowledge of grammar insure 
correct speech? 

41. Why? 

42. How would you interest the child in using good Eng- 
lish ? 

43. How may the habits of incorrect speech be over- 
come? 

44. Why should a teacher especially have command of 
good English? 

45. What is the value of grammar as a corrective dis- 
cipline ? 

46. Should there be definite exercises for the correction 
of errors in expression? 

47. Should they be made up? 

48. Should they be selected from the daily world of the 
pupils ? 

49. How can mistakes be corrected best? 



54 A GUIDE TO THE TEACHER S MASTERY OF TEXTS 

50. What is the value of this exercise? 

51. Does it deprive technical grammar of any time? 

52. Should incorrectly written sentences be placed before 
the child for correction? 

53. At what age is it safe? 

54. Why does the child dislike grammar? 

55. What aid does the study of a foreign language ren- 
der here? 

56. What should the child's knowledge of grammar be 
when he enters the high school ? 

57. Should grammar be studied in the high school ? 

58. Of what does the high school teacher of English 
complain ? 

59. What use should be made of the dictionary and 
encyclopedia ? 

60. Why does the child tire of the written exercise? 

61. Would you ask for written work you do not ex- 
pect to examine ? 

62. To which should the most time be given : 

1. To the analysis of sentences? 

2. The classification and modification of the parts 

of speech? 

63. Why should analysis stand at the beginning of any 
logical grammar? 

64. Why is it difficult to formulate a definition? 

65. Who should formulate the definitions? 

66. Why ? 

67. Of what value is the formulation of the definition? 

68. By whom are they formulated in the German 
schools? 

69. What kind of reasoning is taught by formulating 
the definition? 

70. Should the child diagram? 

71. Of what value is it? 

^2. What are the arguments against it? 

y^. What are the difficulties in the study of grammar? 



AND AIDS IN ELEMENTARY INSTRUCTION 55 

74. Of what did the method in the ordinary grammar 
consist a few years ago? 

75. What is the modern method? 

76. How often should the child be given a lesson in 
letter writing? 

jy. What may be made the subject of letters? 

78. How may this exercise be varied ? 

79. Why does the average child dread composition ? 

80. How can the child be induced to think deeply? 

81. Could grammar be made of as much disciplinary 
value as arithmetic or the languages? 

82. What is the principal disciplinary value of gram- 
mar? 

83. What are good devices in grammar? 



56 A GUIDE TO THE TEACHEr's MASTERY OF TEXTS 

CHAPTER X. 

Outline for Study of Text in English 



V. Preface 

a. Number of pages? 

b. Comparative length ? 

c. Main lieads ? 

d. Are they definitely brought out? 

e. Comprehensive ? 

f. Purpose of book stated? 

g. Clearly set lorth? 

h. Names of critics given? 
i. Acknowledgment of aid? 

VI. Acknowledgment of permission to publish? 

Where found 

a. Preface ? 

b. Close of selection? 

VII. Article on the English language? 

VIII. Development of the English language? 

IX. Elements of English Grammar? 

X. Introduction. 

a. Length ? 

b. Main theme? 

XI. Contents. 

a. Comparative length? 

b. Number of lessons? 

c. Divided into parts? 

d. Chapter indicated? 

e. Page indicated? 

XII. List of Authors. 

a. Where found ? 

b. Authors of highest rank ? 

c. Modern authors ranking well ? 

XIII. Suggestions to teachers, 
a. Where found. 



AND AIDS IN ELEMENTARY INSTRUCTION 5/ 





b. Helpful ? 




c. Sufificient number? 


XIV 


• Suggestions to pupils. 




a. Comparative number? 




b. Helpful? 




c. Practical ? 




d. Where found? 


XV. 


Material of Text. 


I. 


Upon what based f 




a. Nature study? 




b. Classics ? 




c. Fine literary selections? 




d. Facts of history? 




e. Poems ? 




f. Occupations of men? 




g. Fables ? 


2. 


Examination of text. 




a. Inductive ? 




b. Deductive ? 




c. Logically arranged? 




d. Has emphasis been laid on the thought relations 




of words ? 




e. Is it practical ? 




f. Does it refer to the every-day life and thought of 




boys and girls ? 




g. Any very lengthy selections? 


3- 


Arrangement of material. 




a. Logical sequence? 




b. Kindred subjects grouped? 




c. Lessons of same nature interspersed through 




text? 




d. Topical ? 




e. Spiral ? 


4- 


Story. 




a. Begun ? 




b. Unfinished ? 



58 A GUIDE TO THE TEACHEr's MASTERY OF TEXTS 

c. For paragraph revision ? 

d. From pictures ? 

e. From topical outline? 

f. From brief hints? 

5. Letter ivriting. 

a. Number of lessons on this subject? 

b. How fully treated? 

c. Section upon letter writing? 

d. Parts of a letter defined? 

e. Letter forms? 

f. Letters of friendship? 

g. Business forms? 

h. Business transactions? 

i. Invitations ? 

j. Replies? 

k. Telegrams ? 

6. Study of 

a. A word picture? 

b. Meaning of words? 

c. Quotations ? 

7. Exercises. 

a. Comparative number? 

b. How often found ? 

c. Where found? 

d. Oral? 

e. Written ? 

f . Dictation ? 

g. In composition? 

h. In copying sentences and filling blanks? 

i. For finding dififerent forms ? 

j. Which kind predominates? 

8. Miscellaneous. 

a. Biographies of famous painters ? 

b. Selections to be committed to memory? 

c. Descriptions ? 

d. Article on the nature of ideas ? 



AND AIDS IN ELEMENTARY INSTRUCTION 59 

e. Article on the nature of thoughts? 

f. Turning sentences into other forms? 

g. Grouping? 
h. Synonyms ? 
i. Names ? 

j. Proverbs? 
k. Strictly grammatical ? 
9. Are copies or patterns provided in sufficient quantity ? 

10. What kind of lessons predominate in book? 

11. Which predominates (i) prose? (2) poetry? 

12. Is there too much sameness to the lessons? 

13. Are chapters well numbered in blacker type? 

14. Are main heads well brought out ? 

XVI. Rules. 

a. Comparative number? 

b. How developed? 

c. After development are they grouped? 

d. In blacker type ? 

e. In italicized print? 

f. Where found? 

XVII. Definitions. 

a. Comparative number? 

b. How reached (i) inductively? (2) deductively? 

c. Entire wording in blacker type? 

d. In italicized type? 

e. Principal word italicized? 

f. In which part of the book most prominent? 

XVIII. Questions. 

a. Comparative number? 

b. How often found ? 

c. Testing? 

d. Provocative of thought? 

e. Logical sequence? 

f. Are questions asked for teachers' aid answered? 



60 A GUIDE TO THE TEACHER^S MASTERY OF TEXTS 

XIX. Reviews. 

a. vSimply drills upon what has been previously gone 

over? 

b. A new view of an old subject? ' 

c. Frequent ? 

d. How often occur? 

e. Contain important features? 

f. Non-important features? 

XX. Summaries. 

a. Comparative number? 

b. Contain essentials ? 

c. Non-essentials ? 

XXI. Explanations. 

a. Comparative number? 

b. Lengthy ? 

c. Short? 

d. Clear? 

e. Confusing ? 

f . Adequate ? 

XXII. Pronunciation of difficult words. 

a. Number of pages? 

b. Important? 

c. Non-important ? 

d. Diacritically marked? 

e. Separated ? 

f . Accented ? 

g. Where found? 

XXIII. Devices. 

a. Comparative number? 

b. Varied ? 

c. Practical ? 

d. Where found? 

XXIV. Nomenclature. 

a. Universally intelligible? 

b. Of long-continued usage? 

c. Technical ? 



AND AIDS IN ELEMENTARY INSTRUCTION 



6i 



(2) Medium? (3) Poor? 



d. Substitutes ? 

e. Unusual terms? 
References to the Dictionary. 

a. Comparative number? 
. Division into lessons. 

Well divided? 

Poorly divided? 

Grading of lessons. 

Well graded? 

Poorly graded? 

Illustrations. 

List of illustrations? 

Number? 

Quality — (i) Fine? 

Educative ? 

Purely decorative without special reference to 
text'? 

Copies of old masters? 

Copies of famous modern pictures? 

Source given? 

Portraits of authors ? 

Full of suggestion? 

Do they suggest movement or action? 
Continuous or progressive pictures? 
m. Where found 

1. At beginning of lesson? 

2. Grouped at close of book? 

XXIX. Peculiar use of words and phrases? 

XXX. How words have grown? 

XXXI. Prefixes and suffixes? 
Root words ? 

Seat-ivorkf 

Appendix, a. Length? b. Of what consist? 
Index. 
Well arranged? 



XXV. 



XXVL 

a. 

b. 
XXVII. 

a. 

b. 
XXVIII. 

a. 

b. 

c. 

d. 

e. 

f. 

cr 
h. 

i. 

J- 
k. 
1. 



XXXII. 
XXXIII. 
XXXIV. 
XXXV. 



a. 



b. Alphabetical order? 



62 A GUIDE TO THE TEACHEr's MASTERY OF TEXTS 

c. Arranged for correlation? 

d. Important subjects worked out fully? 

XXXVI. For what age ? 

XXXVII. For what grade? 

XXXVIII. Unusual features of book? 

XXXIX. Favorable criticisms? 
XL. Unfavorable criticisms? 
XLI. Problems before the teacher? 
XLII. Psychological aspect? 



AND AIDS IN ELEMENTARY INSTRUCTION 63 

CHAPTER XI 

Review Questions on English Texts 
Examined 



1. Which acknowledge permission to publish? 

2. Which acknowledge aid? 

3. Which devotes a special topic to the English language, 

or the development of the English language? 

4. Which has the best introduction? 

5. Which has the best table of contents ? 

6. Which contains a list of authors ? 

7. Which are based upon nature study? 

8. What text bases the study of grammar upon fine lit- 

erary selections ? 

9. Which strive to correlate grammar and literature? 

10. Which contain fine literary selections? 

11. Which contain information even in the shorter 

sentences ? 

12. Which contain short quotations from the masterpieces? 

13. Which contain the names of authors in connection with 

the selections ? 

14. In which does prose predominate? 

15. In which poetry? 

16. Which are treated inductively? 

17. Which deductively? 

18. Which is the most logically arranged? 

19. In which has emphasis been laid on the inner content 

of language? 

20. Which has studies for thought analysis ? 

21. Which contain lessons of practical value in life? 

22. Which has comparatively long selections? 

23. Which are constructed on the topical plan? 

24. Which on the spiral plan? 

25. Which has the best suggestions to teachers? 



64 



A GUIDE TO THE TEACHER S MASTERY OF TEXTS 



26. Which has the best suggestions to pupils? 

27. In which are fables found? 

28. Which contain story work? 

29. Which contains the best exposition of letter-writing? 

30. Which has the study of a word picture? 

31. Which contain the most varied exercises? 

32. Which has the best exercises for composition? 

33. Which' contain the best models ? 

34. Which contain few rules? 

35. Which have the best rules? 

36. In which are they grouped throughout? 
^^y. Which have them grouped at close of text? 

38. Which contain the best definitions? 

39. In which are they grouped ? 

40. Which have the best principles ? 

41. Which has many questions? 

42. Which has few? 

43. Which contain testing questions? 

44. Which contain those provocative of thought? 

45. Which contain frequent reviews? 

46. Which present reviews in a new light? 

47. Which have summaries ? 

48. Which has the best summaries? 

49. Which contain the best explanations ? 

50. In which are the difficult words pronounced? 

51. In which are many devices found? 

52. Which has the most varied nomenclature? 

53. Which contain selections to be committed to memory? 

54. Which strive to conform to ordinary usage in the mat- 

ter of technical terms ? 

55. Which has the finest illustrations? 

56. Which have pictures that are educative because they 

illustrate the subject? 

57. Which contain progressive pictures — one growing out 

of another? 



AND AIDS IN ELEMENTARY INSTRUCTION 65 

58. Which language books contain pictures that suggest 
movement and action ? 

Which have copies of famous masterpieces? 

In which are there biographies of famous painters? 

Which has the best appendix ? 

Which has the best index ? 

Which have important subjects worked out fully in 
the index? 

Which have an index of authors? 

Which state the grades in which it is to be used ? 

In which are there references to other books? 

Which contain references to the dictionary? 

Which contain errors to be corrected? 

Which emphasize the use of the diagram? 

In which is there a brief statement of the purpose be- 
fore each selection of the book? 

Which contain sufficient supplementary material ? 

Upon what is the elements of English grammar by 
Brown & De Garmo, based ? 

Upon what is De Garmo's Language Lessons, Book I., 
based ? 

Upon what is De Garmo's Lessons, Book II., based? 

Upon what is the Mother Tongue, Book I., based? 

L'pon what is the Mother Tongue, Book II., based? 

Upon what is Gordy & Mead's Language Lessons, 
based ? 

L^^pon what 'is Gordy & Mead's Grammar Lessons, 
based ? 

Upon what is Foundation Lessons in English by Wood- 
ley & Woodley, based? 

Upon what is Foundation Lessons in English Language 
and Grammar by Woodley & Carpenter, based? 

LTpon what is New Lessons in Language by South- 
' worth & Sanborn, based? 

Upon what is English Grammar and Composition by 
South worth & Sanborn, based? 



66 A GUIDE TO THE TEACHER's MASTERY OF TEXTS 

83. Upon what is the Webster-Cooley Language Series, 

Book I., based? 

84. Upon what is Webster-Cooley Language Lessons and 

Elementary Composition, based? 

85. Upon what is Lyte's Elementary English, based? 

86. LTpon what is Lyte's Elements of Grammar and Com- 

position, based? 

87. LTpon what is Lyte's Advanced Grammar and Com- 

position based ? 

88. Upon what is Reed & Kellogg's Graded Lessons in 

English, based? 

89. LTpon what is Reed & Kellogg's Higher Lessons in 

English based ? 



AND AIDS IN ELEMENTARY INSTRUCTION 67 

CHAPTER XII 

Arithmetic 



When begin the study of juiinberf 

It is customary to teach the child number as soon as he 
enters school, because of pubHc sentiment. 

If this subject should be postponed and he should be given 
work preparatory to, and along- the same line as number to 
develop his mind until he had been in school for a while, he 
would probably gain an advantage, for he would be better 
able to use his reason and judgment later and would doubt- 
less be as far advanced in the end as if he had studied num- 
ber from the beginning of his school life. 
The Use of Objects. 

Objects should be used to teach the beginning lessons in 
number. 

They should not be of such a nature as to attract attention 
to themselves, but such as would make number relations 
more clearly understood. 

The uncolored, one-inch cube is best for class work 
because : 

1. It is of convenient size for the child to handle. 

2. It is the standard of measure. 

Uncolored shoe pegs may be used for seat work. 
IV hat Teach the Child the First Year, Second Year and 
Third Year? 

Some teachers would teach from 

I to TO the first year. 

10 to 20 the second year. 

20 to 100 the third year. 

Others would teach from 

I to 10 the first year. 

10 to 100 the second year. 

100 to 1,000 the third year, so as to emphasize the decimal 
feature. 



68 A GUIDE TO THE TEACHER's MASTERY OF TEXTS 

D. E. Smith would teach 

I to 12 inclusive the first year. 

I to I, GOO the second year. 

I to 10,000 the third year. 

This occurs in his "Course of study prepared after a long- 
and careful study of the best courses that are at present in 
use in the educational centers of the United States." 
When Use the Book? 

When the child is able to handle the book intelligently and 
gain information from the printed page, which would be 
about the third grade, he should use a text in arithmetic. 

One authority says, by the middle of his second school 
year, he can use the text. 
Synthesis. 

The word synthesis is derived from two Greek words and 
means to put together. 

Synthesis includes addition and multiplication. 
Analysis. 

The word analysis is also derived from two Greek words 
and signifies to unloose or take apart. 

Subtraction and division are included under analysis. 
The Incidental Teaching of Arithmetic. 

By the incidental teaching of arithmetic is meant that no 
separate recitation period is given to the subject of arith- 
metic, but that whenever a subject under discussion will 
permit of an arithmetical trend the teacher plans beforehand, 
with the greatest care, to give it one. 

When a principle is once brought up, it is to be taught 
with the thoroughness that it would receive if it was consid- 
ered in the period set apart for arithmetic. 
Accidental Teaching. 

The accidental teaching of arithmetic means that no per- 
iod would be set apart for arithmetic, and that the teacher 
would not plan to give the subject an arithmetical turn, but 
if a pupil asked a question pertaining to arithmetic the 



AND AIDS IN ELEMENTARY INSTRUCTION 69 

teacher in answer, would teach the subject whatever it might 
be, thoroughly and well. 

The difficulty in this case would be, that if pupils did not 
chance to ask mathematical questions the subject of arith- 
metic would be almost altogether slighted. 

While good results might be obtained by incidental teach- 
ing in the hands of a skillful worker, the outcome of acci- 
dental teaching would be neither particularly beneficial nor 
practical. 

With What Subjects Might Arithmetic be Correlated if 
Taught Incidentally f 

Arithmetic might be correlated with geography, reading, 
history, drawing, manual training, language and nature 
study. 
The Educational Value of Arithmetic. 

White says: 

The chief aim of training in arithmetic from the first, 
should be to impart rapidity and accuracy in all processes. 

It should give a clear grasp of number relations. 

Jackmon says : 

Arithmetic gives accuracy, exactness and vividness to 
ideas. 

It renders hazy notions clear. 

It evolves the definite from the indefinite. 

Roark says : 

Arithmetic cultivates originality and precision of thought. 

It teaches exactness in analysis. 

It teaches quickness and correctness in the manipulation of 
figures. 

It teaches increased neatness of written work done accord- 
ing to prescribed forms. (A matter of sufficient importance 
to justify far more attention than it usually receives.) 

Fitch says : 

Arithmetic is a discipline in closeness and continuity of 
thought. 



yO A GUIDE TO THE TEACHER S MASTERY OF TEXTS 

It teaches the child to think consecutively, closely and 
logically. 

It serves as a training in elementary logic. 

It teaches rapidity. 

It teaches concentration of effort. 

Alger says : 

The purpose of arithmetic is to enable the child to under- 
stand the meaning of life's problems through : 

First. Sense experiences. 

Second. By suggestion through the use of the funda- 
mental processes. 

It cultivates the ability to determine the quantitative rela- 
tions of facts, not only in connection with business, but with 
all the facts of that description with which the mind has to 
do. 
In Actual Life Why Do We Need Arithmetic? 

Each individual needs it in obtaining commodities. 

Unquestionably the business man needs it. 

The householder needs it in carrying on his occupation in 
life, whatever that may be, in caring for his family and 
providing for his household and in all his financial relations. 

The housewife needs it in purchasing her supplies, in 
dealing with those whom she may employ, her servant, her 
seamstress, in her social relations and in keeping her per- 
sonal accounts. 
"Culture Value" of Arithmetic. 

By "culture value" is meant that knowledge which broad- 
ens the pupil and makes him a more intelligent human being 
and a more useful citizen. 

Literature, history, geography and similar subjects impart 
culture value by broadening and developing the pupil in 
innumerable ways. 

So much of life is concerned with the relation which man 
bears to man that such subjects as these give the pupil the 
necessary understanding of such relations. 



AND AIDS IN ELEMENTARY INSTRUCTION 7I 

Undoubtedly arithmetic broadens and develops the pupil, 
but it is questionable whether it does to the same degree 
that the above-mentioned subjects do. 

Arithmetic is simply a means to an end. The pupil under- 
stands certain subjects in literature, history and geography 
better, because of his knowledge of arithmetic. 

He needs arithmetic to solve the problems his other expe- 
riences bring up. 

It has its place, but some authorities feel that too promi- 
nent a position has been given to it in our curriculum in 
the past. When one employs his leisure hours with a book, 
it is the rare individual who studies arithmetic as a diver- 
sion. When man meets man in discussion, unless it be a 
purely business engagement, the topics under discussion 
would, under ordinary circumstances be, current afifairs in 
country, state or town, or some leading article which had 
lately been published. 

Arithmetic might also be called the middle-man. He is 
essential and yet we use him as a medium to understand 
other things. 

Which Instill Info Pupils — What Arithmetic is or What it 
Will Do? 

Most decidedly the latter. 

Arithmetic is a worker and a servant, we need to use him 
for the purpose of discovering something that will serve our 
ends in some way. 
Facts or Processes? 

Such a subject as addition or intereet should be considered 
finished when the pupil knows the facts, rather than when 
he has mastered the processes. 

The process is necessary, for the problem cannot be per- 
formed without it, but the fact is the essential thing to be 
sought. The process is just a crutch to lean upon to find out 
the fact. 

If A owes you $736 and B owes you $897 your interest is 
to know the amount of the indebtedness of both to vou. 



^^2 A GUIDE TO THE TEACHERS MASTERY OF TEXTS 

Page after page in the arithmetic has been consumed with 
the process. If more of the problems, with which the proc- 
ess is concerned, should be given it might be made more of 
a thought and less of a mechanical study. 
Of What Value is it to First Solve Problems by Indicating 
a Number of Operations and then Performing the 
Operations Indicated? 

It is of the greatest value, for this is the work that demands 
the child's greatest self-activity and his highest thought 
power, the rest is simply a mechanical process which anyone 
who has a knowledge of the fundamentals can perform. 
Should the Child be Stimulated to Further Investigation? 

Most emphatically. This would be one of the surest ways 
of interesting him in the subject of arithmetic. 

It would make him see the connection between arithmetic 
and the facts of his life in a very satisfactory way and might 
serve to broaden his knowledge of the manifold phases of 
life with which he comes in contact. 

The material which the book contains is a task set him by 
others. The problem which he originates is a self-imposed 
task, one always performed more willingly than that imposed 
by another. 

Perhaps the highest office a teacher can render a pupil 
is to so direct his self-activity that he may become an 
originator, a discoverer, a producer, and surely investiga- 
tion would be a step in this direction. 

Problems concerned with the price of a plot of ground, 
e. g. the public park situated in the heart of the town, val- 
ued at thousands of dollars, even though land is of average 
cost, would make the child appreciate the city's sacrifice for 
the sake of ministering in comfort and beauty to its inhabi- 
tants. 

If he forms problems with regard to a public building 
under construction, the architect's plans, the wood, stone, 
iron work, plumbing, and decorations, it would make him 
appreciate such a building as he could not otherwise. 



AND AIDS IN ELEMENTARY INSTRUCTION 73 

Problems concerning the cost of the steamer he saw 
launched, of the cargo it would carry, and of the amount it 
would make per season, would broaden and interest him. 
Topical System, 

The topical system in arithmetic signifies that when a sub- 
ject is considered, it is exhaustively treated and may perhaps 
not be referred to again in the text. 
Extreme Spiral System. 

The extreme spiral system indicates that a subject is con- 
sidered only partially and recurs at regular intervals with a 
slight review and the addition of new and more difficult mat- 
ter, until completed. 
Modified Spiral. 

The modified spiral dififers only slightly from the extreme 
in that the subject recurs at irregular instead of regular in- 
tervals until completed. 

The Natural Order of Gaining a Knoidcdge of Forms and 
Processes. 

The natural order in which the mind gains a knowledge 
of forms and processes and uses them in practical experi- 
ence is : 

I. Simple numbers or integers. 



Common fractions. 
Decimals. 
Percentage. 

Applications of percentage. 
The Storage Theory. 

The storage theory means to teach the child such subjects 
as stocks and bonds for which he will have no immediate use, 
in the thought that some day it may be necessary for him to 
know about them. 

This causes the child to study subjects which are not at all 
within the range of his experience, which do not interest 
him, which he does not use now, which there is a bare possi- 
bility of his using years hence or which he may never use. 
It is not to be wondered at if he seeks outside aid or ap- 



74 A GUIDE TO THE TEACHER S MASTERY OF TEXTS 

preaches such a subject in a half-hearted, perfunctory 

manner. 

The Present Use Theory. 

The advocates of the present use theory urge the teaching 
of such subjects in arithmetic as the pupil needs to compre- 
hend those things with which he is brought in contact at 
the present time. 

It is believed that if he needs to use in later life some 
neglected phase of arithmetic, he will be able to master 
it with much more concentration of mind and to much more 
purpose because there is urgent necessity to put it into imme- 
diate practice. 

It is thought that the power of concentration gained from 
the studies he has pursued will enable him to accomplish this. 
If the pupil knew that in a specified time he would be obliged 
to teach the verj^ subject in which he had been a pupil, he 
would bend his energies upon it with an entirely different 
spirit from what he would if he thought there was simply 
a possibility of teaching it some indefinite time in the future. 
A mature man, with a family depending upon him, employed 
in a lumber camp, was informed that he could occupy a high- 
er position if he had knowledge of a certain mathematical 
subject. He devoted himself with all the power accumulated 
through • years of life and experience to the study of this 
subject, conquered it quickly, for he felt the pressing need of 
it, and assumed the higher position creditably to himself and 
with profit to his employers. 
What Kind of Problems Should the Book Contain? 

The problems should be such as will develop and broaden 
the child's mind and yet give him sufficient practice in the 
necessary principles of arithmetic. 
Catch Problems. 

There is a notable absence of catch problems in some 
of the newer and later texts. 

As a rule, there is no practical connection between prob- 
lems of such a nature and the child's life, and there seems. 



AND AIDS IN ELEMENTARY INSTRUCTION 75 

to be no special reason why he should solve them except that 

a certain kind of exhiliration comes from conquering a 

difficulty. 

The Formation of Rules. 

The child himself, with the necessary aid of the teacher, 
should formulate the rules, for it teaches him to reason in- 
ductively. It is a more inductive way of teaching to so ar- 
range the text that the rules are not the prominent feature 
but are either grouped at the close or omitted altogether. 

Some of the best authorities say that the important thing 
is that the operation be performed correctly, it matters but 
little whether the rule is known or not. 
Why no Rules? 

In the report of the Committee of Ten, p. 105, it reads : 
"So far as possible, rules should be derived inductively in- 
stead of being stated dogmatically. In this system the rules 
will come at the end, rather than at the beginning of a sub- 
ject." 

Colonel Parker once prophesied that the time would come 
when there would be an arithmetic containing neither rules 
nor definitions, and it would seem as if the modern trend 
of thought was tending that way. 
Why No Deiinitions in Some Arithmetics? 

Definitions are not so prominent in some of the newer as 
in the older texts, and some contain no definitions whatever. 

White says : "There should be only a few definitions and 
these should be taught inductively." 
Should There be a Set Form for the Analysis of a Problem? 

Time was when the teacher gave a set form for the analy- 
sis of a problem and required the child to repeat it verbatim 
et literatim, the class also often reciting it in concert. 

Today it suffices if the child below the fifth grade can 
give in his own words, an intelligent enough reason why he 
did thus and so, in order that the teacher may be satisfied 
that he understands it. 



yd A GUIDE TO THE TEACHEr's MASTERY OF TEXTS 

Beyond this grade the teacher may require more accurate 
work in analysis if she so chooses. 

The Solution of Problems Without Performing the Opera- 
tions. 

Solving a problem without performing the operation is of 
great value to the pupil, for when this is done, the hard 
work, namely, the planning of the process which necessi- 
tates far greater brain power than performing the operation 
is completed. 

What remains to do is only the mechanical part which 
even the unskilled can perform and implies simply a mastery 
of the fundamental operations. 

The indication of operations is of aid to the teacher, for 
it is a good proof of the pupil's skill and proficiency. 
Should the Metric System be Taught f 

Certainly the metric system should be taught, for it is 
the one employed by scientists. If it was used all over the 
world it would simplify matters, . especially in transactions 
between nations. 

The pupil can comprehend the measurement of small quan- 
tities better by this system than by others. 

The number ten which is employed so frequently in the 
metric system is easy for the pupil to remember. 

Today many physicians use this system instead of the 
apothecaries' weight as formerly. 

The amount of machinery exported from the United 
States is constantly increasing and it is demanded that the 
metric system be used in construction so that those who are 
to identify themselves with this work must understand this 
system. 
Algebra and Geometry in Arithmetic. 

Many of the new and progressive texts contain chapters 
in algebra and geometry. 

Formerly when arithmetic contained neither of these, al- 
gebra and geometry seemed subjects apart by themselves; 
now the connection between the three can be made much 



AND AIDS IN ELEMENTARY INSTRUCTION 'JJ 

closer, and their interrelation can be made manifest as it 
could not formerly. The child often endeavored to solve 
arithmetical problems by algebra but was restrained and 
told to perform them by arithmetic. 

Some texts recognize this tendency and suggest that alge- 
bra be used in the operation. 

How Much Algebra and Geometry Should the Arithmetic 
Include f 

It should include some of the simpler operations in alge- 
bra and geometry. These subjects should be arranged logi- 
cally so that the pupil will see clearly the connection between 
them and arithmetic. 

There should be enough lessons provided for so that the 
pupil will be given a start in each and yet not be led beyond 
his depth. 
Speed or Accuracy f 

One of the chief values of arithmetic is that it teaches th< 
pupil to be accurate, and it is very essential that he be. 
trained in this particular. 

In fact it is much more necessary that he be accurate than 
that he be speedy, for the accurate pupil will often outstrip 
the speedy one. 

Accuracy is the necessary foundation of speed, but the 
pupil needs the former first, last and all the time. 

Speed is also desirable and is very essential in its place. 
It is said that "speed means habit" and it is well if the pupil 
can be taught to be quick, swift and speedy. 

If he needs to acquire speed for some particular purpose 
he can accomplish this by himself but the teacher had better 
devote most of her energies toward teaching accuracy. 
Value of Estimates or Approximates. 

Estimates and approximates have a value of their own. 

Even if one cannot take the time or does not choose to 
work the example through and carry it out to its fractional 
parts, the estimate or approximate often gives as clear an 
idea as is necessary for the purpose. 



yS A GUIDE TO THE TEACHEr's MASTERY OF TEXTS 

Should the Text Contain Anszi'ersf 

The principle and not the result should be uppermost in 
the pupil's mind. 

A bright and thorough pupil works as diligently as he can 
without consulting the answer because it is a delight to him 
to perform an arithmetical operation correctly. 

The slow pupil will often hold the answer rather than the 
principle prominently in mind and if the former does not 
come by one process he tries any means which will bring 
the result, utterly regardless of the principle, indeed he often 
works backwards from the answer. 

In ordinary practice, perhaps it is better to provide the 
younger pupils with answers and rec^uire the older and more 
independent workers to do without, proving their work to 
see if it is correct. 
When is the Best Period for the Arithmetic Recitation? 

Because arithmetic requires such mental effort the best 
time for the recitation is when the mind is clearest ; and that, 
tuider ordinary circumstances, is the first period in the morn- 
ing. If this time is used for the recitation then the study 
period must necessarily be the last thing the previous day 
and the pupil should be given a few moments for refreshing 
his memory before he recites. 

Why Has Suck Stress Been Laid Upon Arithmetic in the 
Past? 

Because : 

I. It is practical and is needed in all callings in life. 

II. It zvas believed : 

a. That through this "most ancient of all sciences" the 
pupil received the greater part of his mental discipline. 

b. That through the study of mathematics the child was 
taught to reason logically. 

c. That evidence of greater brain power was shown in 
the mastery of arithmetic than in that of any other subject. 

III. Of sentiment of patrons. 

a. The average parent would rather have his child strong 



AND AIDS IN ELEMENTARY INSTRUCTION 79 

in arithmetic than in any other subject, and desires him to be 
quick and accurate in the operation of his problems. 

b. The parent often feels that if his boy understands 
arithmetic, it will enable him to make his way in the world 
■of finance whether he comprehends other subjects or not. 

IV. Of the the pupil's attitude. 

a. The pupil likes to feel the consciousness of his power 
to overcome and master. 

b. If he is grappling with a problem that he recognizes as 
worthy of his mettle, he is not willing to give up until he 
has conquered. 

c. After long hours of struggle over a problem, a thrill 
of triumph and exhiliration comes when finally it is com- 
pleted and the correct answer gained, such as rarely ensues 
when studying other subjects. 

All this the pupil thoroughly enjoys. 

V. Of opinion of the zvorld at large. 

a. To those capable of attaining it, money purchases the 
highest educational advantages attainable, also pleasures 
and the benefits of travel. A knowledge of arithmetic is 
one of the requisites necessary to accumulate money. 

b. To the average man the material manifestation of 
wealth appeals. Material prosperity bears evidence that the 
knowledge of arithmetic aided someone in such accumula- 
tion. 

c. Everyone likes to feel that consideration is paid him. 
The world at large pays tribute to the man who has ac- 
cumulated. 

This implies a knowledge of mathematics. 
Is Too Much Time Given to Arithnieticf 

It is the opinion of some recognized thinkers that in the 
past, time has been given to arithmetic entirely out of pro- 
portion to that bestowed upon other subjects. 

It is believed that the pupil would be broader and more 
cultured if he gave more of his time to such subjects as lit- 



8o A GUIDE TO THE TEACHEr's MASTERY OF TEXTS 

erature and history, which would make him better fitted to- 
deal with men of the world. 

Should as Much Time be Devoted to Arithmetic as ta 
Reading f 

The subject of reading is one that is begun when the 
pupil first enters school and is the one with which the indi- 
vidual, at all inclined to literary pursuits, has the most to do 
so long as life lasts. 

The average mature; person beguiles his leisure hours with 
some form of literature, not the study of arithmetic. 

Since so much of his life is concerned with literature why 
not devote time enough to it so that he will understand it 
as a pupil and enjoy it thoroughly in after years? 
Elimination. 

There are those who think that the child should not waste 
his force upon subjects that are rarely or never used in prac- 
tical life and that he might better gain the same amount of 
discipline through some study that would give him more 
culture than arithmetic, such as literature, history or geo- 
graphy. 

They believe that time is actually wasted in problems that 
are of no real value to the child's life. 

Dr. Wm. H. Maxwell, in the Educational Review, Vol. 
III., would eliminate cube-root, equation of payments, com- 
pound proportion, partnership, exchange, true discount, par- 
tial payments, bonds and stocks, and the greater part of what 
goes by the name of mensuration. He further states that 
cities that now give twenty-five per cent of the whole time of 
school to the teaching of arithmetic might with advantage 
cut that amount down to at least one-half." 

Dr. J. P. Gordy, in his Broader Elementary Education 
states, that "a knowledge of the four fundamental rules, of 
simple and decimal fractions, of the simple applications of 
percentage, of simple interest and discount with a few of the 
simple rules of mensuration will suffice." 



AND AIDS IN ELEMENTARY INSTRUCTION 51 

As eminent an authority as D. E. Smith of Columbia 
University, writes in his Outlook for Arithmetic in America 
that, "Our people as a whole, no longer care about the great- 
est common divisor, cube root, such common fractions as are 
not needed in practical business ; about troy and apothecaries' 
weight, compound numbers beyond the merest elements, 
compound proportion, or, for that matter, about simple 
proportion, either. 

Alligation, doudecimals, equation of payments, and part- 
nership involving time, have finally been relegated to the 
arithmetical museum, and the good common sense of our 
people will demand that these other inheritances follow 
them." 
Why Do Some Children Dislike Arithuietic? 

Because : 

I. It was not so taught in the beginning grades that the 
child was interested in it. 

II. He was not well grounded in the fundamentals. 

III. He does not understand it. 

IV. He does not know how to read a problem so as to 
comprehend its requirements. 

V. It is considered a difficult subject and he does not 
like to work hard. 

VI. He is not capable of the concentrated efiforts neces- 
sary to obtain the correct results. 

VII. He is too easily discouraged. 

VIII. He has not the gift of perseverance. 

IX. The text is too difficult. 

X. The subject is not connected with the facts of his life. 
XL He fails to see the necessity for some topics included 

in the text. 

XII. Classmates are swifter in obtaining results and he 
becomes discouraged and thinks it is no use to try. 

XIII. The teacher puts an entirely new example on the 
board to be solved and gives him no inkling of the principle 
involved or of the method of performing it. 



82 A GUIDE TO THE TEACHEr's MASTERY OF TEXTS 

XIV. He has placed such reUance upon the assistance of 
others that he is not so independent in his thinking as he 
should be. 

XV. The teacher does not make clear explanations. 
How he Sure that the Pupil Jms Worked Independently f 

I. Send the pupil to the board alone and require him to 
perform the problem. 

II. Call upon him for an explanation. 

III. Demand his reasons for the process. 

IV. Insist upon proof for the problem. 

V. Assign him problems to perform on the board unlike 
those which he has worked in the study period but illustrat- 
ing the same principle. 

In spite of all this, he may have understood the help he 
received so well as to conceal the fact that he was aided when 
studying. Otherwise he would be likely under this probing 
process to betray his lack of independence. 
Should Pupils Work Problems Together^ 

If pupils of the same degree of capability work problems 
together it may be beneficial. 

When they desire to do this however, it is not usual for 
them both to possess the same degree of ability. 

The weaker one may receive help from the stronger and 
gain an impetus which may inspire him to study harder, but 
he relies upon the former to such an extent that his self- 
activity is not sufficiently aroused to make him self-reliant 
and if he could but see it, he is really injuring himself, and 
destroying his power of originality. 

When working the problem over again by himself, perhaps 
he may not even be able to solve it or give his reasons for 
the process. He may remember it long enough to make a 
creditable recitation in class, but cannot solve it afterwards 
because he did not think it out for himself in the first place. 

When in recitation he can perform the problem in which 
he has been aided, he sometimes deceives the teacher, as to 



AND AIDS IN ELEMENTARY INSTRUCTION 83 

his understanding of it and he does not receive the aid which 
he needs, and which would otherwise be given him. 

In view of all this as a rule, it seems best that pupils should 
work independently, 
Hoiv Keep Pupils From Handing Dozvn Note Books? 

To keep pupils from handing down note books : 

I. If possible provide work that is new or different from 
that which other classes have had so that old note books will 
not aid the pupil. 

II. Appeal to the owner's sense of honor. 

III. Appeal to the pupil's sense of honor. 

IV. Lead him to see that if he copies, he is his own worst 
enemy. 

V. Train him to desire to do everything independently 
and to resent aid. 

VI. Lead him to see that the independent thinkers are the 
ones on whom others rely, and those who really are useful 
and who accomplish something in the world. 

Why Docs the High School Teacher Have Trouble in Teach- 
ing Arithmetic? 

The high school teacher of arithmetic is troubled because 
the pupil does not take the initiative but waits to be led. 

If arithmetic were made more of an investigating study 
and the pupil were forced to take the initiative in the lower 
grades, the high school teacher's task would be less difficult. 
The Business Man's Complaint. 

The business man complains that the high school gradu- 
ate's knowledge of arithmetic is lacking because the latter is 
slow and inaccurate. 

The business man needs an expert in accuracy and swift-- 
ness, so that his work may be done satisfactorily, no mistakes 
may be made and his customers may not be kept waiting 
while a novice waits to figure out with paper and pencil, 
ordinary computations that should be made on the instant 
by the mind. 



84 A GUIDE TO THE TEACHEr's MASTERY OF TEXTS 

While it may not be the teacher's province to train clerks, 
yet drill in speed may easily be given the pupil. 
Should the Teacher Use a Key? 

The teacher has a perfect right to obtain all the aids she 
can command. It is better, however, that the child should 
not know that they are in the teacher's possession. 

Only an able teacher can use a key to advantage, because 
when she has digested the explanation, which often is as in- 
tricate as the problem itself, she must have it so well in mind 
that she can explain every detail, otherwise she may betray 
that she has sought aid. 

A key is of aid in two cases : 

I. It may be that the teacher is introducing a new book 
and is capabje, but the problem is difficult and would take 
hours to solve, which time she cannot spare. 

II. It may be that the teacher is unable to solve it and 
her reputation may be saved. 



AND AIDS IN ELEMENTARY INSTRUCTION 85 

CHAPTER XIII 

Questions on Number and Arithmetic 



1. When begin the study of number? 

2. Why? 

3. When cease the study of arithmetic? 

4. What is the difference between number and arithmetic? 

5. What is meant by the terms concrete and abstract? 

6. When does the child come to the abstract idea of 

number?' 

7. Should objects be used? 

8. If so, what objects? 

9. What teach the child 

First year? 
Second year? 
Third year? 

10. When begin the use of the text? 

11. How teach the subject before this? 

12. What processes are there in arithmetic? 

13. What is meant by synthesis? 

14. By analysis? 

15. By. incidental teaching in arithmetic? 

16. By accidental teaching? 

17. To what grades do incidental and accidental teaching 

especially refer? 

18. With what subjects may arithmetic be correlated, if 

taught incidentally? 

19. What is the educational value of arithmetic? 

20. In actual life why do we need arithmetic? 

21. A thorough understanding of what studies is depend- 

ent upon arithmetic ? 

22. May pupils gain "culture value" from arithmetic? 

23. Does the study of arithmetic teach the child to reason 

only along mathematical lines ? 

24. What is the motive outside of arithmetic? 



86 A GUIDE TO THE TEACH ER's MASTERY OF TEXTS 

25. Why might arithmetic be called a form study? 

26. Which should we instill into pupils, what arithmetic is, 

or what it will do? 

27. Should the object of arithmetic in the child's mind be 

a knowledge of the process involved or a knowledge 
of the facts? 

28. What would you call the child's need in arithmetic? 

29. When should such a subject as addition or interest be 

considered finished, when the pupil knows the facts, 
or has mastered the processes? 

30. Might not arithmetic be made more of a thought study 

by giving data to look up and figure upon? 

31. Of what value to the child is it to first solve problems 

by indicating a number of operations by the proper 
signs and then performing the operations indicated? 

32. Should the child be stimulated to further investigation? 

33. What are some good texts in arithmetic? 

34. What is the topical system in arithmetic^ 

35. What is the extreme spiral? 

36. What is the modified spiral ? 

37. What is the natural order in which the mind gains a 

knowledge of forms and processes ? 

38. What is meant by the storage theory? 

39. By the present use theory? 

40. What kind of problems should the book contain? 

41. Should the text contain catch problems? 

42. Who should formulate the rules? 

43. Why are there no rules in some texts? 

44. Who should formulate the definitions ? 

45. Why are there no definitions in some arithmetics ? 

46. Should there be a set form for the analysis of a 

problem ? 

47. How often should review a be given? 

48. Of what value is it in review to require pupils to write 

rapidly the solution of several problems without 
stopping to perform the operations ? 



AND AIDS IN ELEMENTARY INSTRUCTION 87 

49. Should there be a final review of arithmetic in the 

High School ? 

50. Why? 

51. Should the metric system be taught? 

52. Why? 

53. Should arithmetic include algebra and geometry? 

54. If so, why? 

55. How much of each ? 

56. Should the teacher strive for speed or accuracy? 

57. What value have estimates or approximates? 

58. What short methods are deemed practical ? 

59. Should the text contain answers? 

60. What are the difficult subjects in the study of arith- 

metic ? 

61. What mathematical subjects succeed arithmetic? 

62. What is the best period for the arithmetic recitation? 

63. Should arithmetic be made the basis of promotion ? 

64. Was the teacher justified, who promoted pupils work- 

ing correctly over fifty problems? 

65. Why has such stress been laid upon arithmetic in the 

past? 

66. It too much time given to it? 

67. Should as much time be given to arithmetic as to 

reading ? 

68. Should any subjects be eliminated from arithmetic? 

69. If so, what ones? 

70. Why do some children dislike arithmetic? 

71. Can a child be "born short" in arithmetic? 

'72. How be sure the child has worked independently? 

73. Should pupils be allowed to work problems together? 

74. Why? 

75. How keep pupils from "handing down" note books? 

76. Should note books be destroyed ? 

"J. Why is it difficult to teach the child fractions? 
78. Should the child be taught to invert the fraction or 
simply to imagine the inversion? 



88 A GUIDE TO THE TEACHEr's MASTERY OF TEXTS 

79- Is the student who is strong in arithmetic, also strong 
in other hnes of work? 

80. Does the speciahst in mathematics possess the quah- 

ties of honesty, uprightness and truthfuhiess ? 

81. Should drills in arithmetic be given during opening 

exercises ? 

82. Why does the high school teacher have trouble in 

teaching arithmetic ? 

83. What complaints do business men make when discuss- 

ing the high school graduate's knowdedge of 
arithmetic ? 

84. How may arithmetical records be kept ? 

85. Should the teacher have a key? 

86. From what nation did we get some of our subjects in 

arithmetic ? 

87. What books treat of the history of arithmetic? 

88. What are sfood devices in arithmetic? 



AND AIDS IN ELEMENTARY INSTRUCTION 89 

CHAPTER XIV 

Outline for the Study of Texts in 
Arithmetic 



V. Preface. 

a. No. of pages? 

b. Comparative length ? 

c. Main heads? 

d. Are they definitely brought out? 

e. Comprehensive ? 

f . Does it contain only essentials ? 

g. Does it contain unnecessary details? 

h. Does it state reasons why arithmetic is taught? 
i. Does it state the ends to be accomplished by the 

book!' 
j. Does it contain names of critics? 

VI. Introduction. 

a. Length, comparative? 

b. Acknowledgment of aid? 

c. Names of critics? 

VII. Contents. 

a. Length, comparative? 

b. Divided into parts ? 

c. Logical ? 

d. Are subjects grouped? 

e. Found in dififerent parts of book ? 

f . Indexed ? 

VIII. Suggestions to teachers. 

a. Comparative number? 

b. Sufficient number? 

c. Helpful ? 

d. Where found? 

1. At bottom of page? 

2. Interspersed through text? 



90 A GUIDE TO THE TEACHER S MASTERY OF TEXTS 

IX. Material. 

1. Arrangement? 

a. Logical ? 

b. Illogical? 

c. Topical system? 

1. Is there a sequence of topics? 

2. Does it embody mathematical principles in 

interesting and instructive groups? 

3. Is there an exhaustive treatment of each 

subject whenever it is under discussion? 

d. Extreme spiral? 

e. Modified spiral? 

2. Inductive? 

3. Deductive? 

4. Attractive? 

5. Repellent? 

6. Baldly mechanical? 

7. Based on a rational psychological method? 

8. Practical? 

9. Addressed to understanding? 

10. Addressed to memory? 

11. Does it represent real or artificial conditions? 

12. Drawn from industrial sources and every day affairs? 

13. Does it relate to matters with which pupils' experience 

in and out of school have familiarized him? 

14. Does it open to the pupil a wide range and variety of 

uses for elementary mathematics in commercial 
affairs ? 

15. Does it follow the storage theory? 

16. What subjects found in the old arithmetics are omitted? 

17. Is arithmetic correlated with other subjects? 

18. Does it secure clearness, precision and certainty of 

thought ? 

19. Is it difficult? 

20. Too difficult? 

21. Not sufficiently difficult ? 



AND AIDS IN ELEMENTARY INSTRUCTION QI 

22. Is it suited to the particular stage of the pupil's de- 
velopment ? 
X. Problems. 

a. Industrial ? 

b. Business (in commerce) ? 

c. On locomotive engine? 

d. Agricultural ? 

e. In farm account keeping? 

f . Geographical ? 

g. In manual training? 
h. In nature study? 

i. In physical measurements? 

j. Do they call for actual measurements by pupils? 

k. Does text require pupil to make standards of 

measure ? 
1. Are there suggestions for original problems ? 
m. Examination ? 

1. How many? 

2. From what cities? 

n. Are the data correct and consistent? 

o. Do you touch the actual life of this country at 

this time? 
p. Tiresome inheritance of the past? 
q. Are they suited to the pupil's thought power? 
r. Are they conducive to mental discipline ? 
s. Oral 

a. Comparative number? 

b. How often found? 

c. Where found? 
t. Written. 

a. Comparative number? 

b. How often found? 

c. Where found? 
u. Miscellaneous 

a. Number of pages? 



92 A GUIDE TO THE TEACHER S MASTERY OF TEXTS 

b. Where found ? 

c. Adequate ? 
V. Sight 

a. Comparative number? 

b. How often found? 
w. Catch 

a. Comparative number. 

b. Absence of? 
XL Division into lessons. 

a. Well divided? 

b. Poorly divided ? 

XII. Grading of lessons. 

a. Well graded? 

b. Poorly graded ? 

XIII. Definitions. 

a. Comparative number? 

b. How reached 

Inductively ? 
Deductively ? 

c. Lengthy ? 

d. Concisely worded? 

e. Printed in italics ? 

f. Principal words in italics? 

g. Principal words in blacker type? 
h. Synopsis of? 

I. Number of Pages? 

XIV. Rules. 

a. Comparative number? 

b. Absence of ? 

c. How developed 

Inductively ? 
Deductively ? 

d. Concisely worded? 

e. After development are they grouped? 

f. Where found 

I. In blacker type? 



AND AIDS IN ELEMENTARY INSTRUCTION 93 

2. In italicized print? 
XV. Explanations. 

a. Comparative number? 



b. 


Brief? 


c. 


Lengthy? 


d. 


Clear?' 


e. 


Confusing. 


f. 


Adequate ? 


XVI. Cautions. 


a. 


Comparative number ? 


b. 


Where found? 


XVII. Tahlcs. 


■ a. 


What ones ? 


b. 


How developed 




Inductively ? 




Deductively ? 


c. 


Where found 




I. Scattered through book? 




2. Massed at back of book? 


XVIII. 


Questions. 


a. 


Comparative number ? 


b. 


Testing? 


c. 


Provocative of thought ? 


d. 


Logical secjuence? 


e. 


Where found? 


XIX. R 


ei'ieivs. 


a. 


Frequent ? 


b. 


Few? 


c. 


How often found ? 


d. 


Contain important features? 


e. 


Contain non-important details? 


f. 


Material presented as in previous lessons? 


g- 


New view of an old subject? 


h. 


Problems in Addition, Subtraction, Multiplica- 




tion and Division found on one page? 



94 A GUIDE TO THE TEACHER S MASTERY OF TEXTS 

XX. Siiniinarics. 

a. Frequent ? 

b. Few ? 

c. Contain essentials? 

d. Non-essentials ? 

XXI. Drills. 

a. Comparative number? 

b. Upon essential subjects? 
• c. Non-essential subjects? 

XXII. Algebra. 

a. How many pages devoted to this subject? 

b. What topics are considered? 

c. Are the rudiments well covered ? 

d. Is it correlated with arithmetic? 

XXIII. Geometry. 

a. Concrete ? 

b. Abstract ? 

c. Are the rudiments well covered ? 

d. Do problems call for actual measurements with 
instruments by the children? 

e. Introduced only as it applies to mensuration? 

f. Plenty of constructive work? 

XXIV. Suggestions to pupils. 

a. Comparative number? 

b. Helpful ? 

c. Practical ? 

d. Where found? 

XXV. Illustrations. 

a. What is the list of illustrations? 

b. What are the subjects? 

c. Number ? 

d. Of modem life? 

e. Do they aid in the understanding of number rela- 

tions ? 

f. Are they helpful in suggesting material for the 

pupil to use? 



AND AIDS IN ELEMENTARY INSTRUCTION 



95 



g- 


Do they render more interesting and real, groups 




of problems ? 


XXVI. 


Short methods. 


a. 


Number of pages ? 


b. 


Number of methods? 


c. 


What are presented? 


d. 


Are they practical ? 


XXVII. 


Ansiuers. 


a. 


Comparative number ? 


b. 


Number of pages? 


c. 


Where found? 


d. 


Is the key published? 


XXVIII. 


General rez'iezv of arithmetic. 


a. 


Number of pages? 


b. 


What subjects are presented? 


c. 


Essential subjects? 


d. 


Non-essential subjects? 


XXIX. 


Approximations. 


a. 


Comparative number ? 


b. 


In connection with what subjects found? 


XXX. Metric system. 


a. 


How many pages devoted to it? 


b. 


Is treatment sufficiently full? 


XXXI. 


Accuracy. 


a. 


In material of text? 


b. 


In figures ? 


c. 


Of statements in problems? 


d. 


Of answers ? 


XXXII. 


Inaccuracies. 


a. 


Comparative number? 


b. 


Does author invite correction of? 


XXXIII. 


Supplementary zvork. 


a. 


Of what nature? 


b. 


Adequate ? 


c. 


Where found? 



96 



A GUIDE TO THE TEACHER S MASTERY OF TEXTS 



Si::e of print. 
Large ? 
Small ? 

Difference in type? 
Appendix. 
Contents? 
Number of pages ? 
Unusual features? 
Index. 

Number of Pages? 
Alphabetically arranged ? 
For what asre? 



XXXIV. 

a. 

b. 

c. 
XXXV. 

a. 

b. 

c. 
XXXVI. 

a. 

b. 
XXXVII. 

XXXVIII. For what grade? 

XXXIX. Favorable criticisms ? 
XL. L'^nfavorable criticisms? 
XLI. L^nusual features of book? 
XLII. Problems before the teacher? 
XLIII. Psychological aspect of Arithmetic? 



AND AIDS IN ELEMENTARY INSTRUCTION 97 

CHAPTER XV 

Review Questions on the Texts of Arith- 
metics Examined 



15 
16 



17 

18 
19 
20 
21 
22 



1. Which has the longest preface? 

2. Which the shortest? 

3. Which states four aims which it hopes to accomplish ? 

4. Which would serve as a good chapter on arithmetic 

for the methods recitation ? 

5. Which is founded on a rational psychology? 

6. Which strives to present a pedagogical development 

of elementary mathematics ? 

7. Which strives to preserve continuity throughout the 

book? 

8. Which states three steps that are to be observed in 

teaching number ? 

9. Which favor object teaching? 

10. Which authors ask to have errors pointed out to them? 

11. Which acknowledge aid? 

12. Which contains the best preface? 

13. Which books contain an introduction or review of 

previous work? 

14. Which has an introduction designed to form a transi- 

tion from vacation experiences to the severe study 

of formal processes? 
Which has the best table of contents? 
Which recognize a general demand for abridgment of 



topics ? 
Which contains notable omissions? 
Which try to exclude irrelevant matter? 
Which do not contain longitude and time? 
Which conform to the storage theory? 
Which to the present use? 
Which states at the beginning of each chapter the gen- 



98 A GUIDE TO THE TEACHER's MASTERY OF TEXTS 

eral plan and then proceeds to go into details? 

23. Which repeats important chapters ? 

24. In which are suggestions to teachers found? 

25. Which has the best? 

26. Which has the most logical arrangement? 

27. Which typify the topical system? 

28. Which the extreme spiral? 

29. Which the modified spiral ? 

30. Which are inductive? 

31. Which deductive? 

32. Which is addressed to the understanding rather than 

the memory? 

33. Which correlates arithmetic with other subjects? 

34. Which strive to deal especially with problems connect- 

ed with the actual life of the child today? 

35. Which are too difficult? 

36. Which not sufficiently difficult ? 

37. Which contains problems based on geography? 

38. On history? 

39. On manual training? 

40. On nature study? 

41. On physical measurement? 

42. On the time book of a small manufactory? 

43. On some of our great railways ? 

44. On distances from Chicago to fourteen railroad cen- 

ters of the United States? 

45. On the army and navy? 

46. On some of the large buildings of the world? 

47. On our iron mines? 

48. On the thermometer? 

49. On the barometer ? 

50. Involving the expenses of the home? 

51. On the skiameter? 

52. On school statistics for thirty of the largest cities of 

the United States? 

53. On Brooklyn's assessments and taxes for ten years? 



AND AIDS IN ELEMENTARY INSTRUCTION 99 

54. On United States g'overnment lands? 

55. What book emphasizes commercial relations? 

56. Which treats of problems in which our country excels 

others ? 

57. In which others excel us ? 

58. Which call for actual measurements by pupils? 

59. Which calls for estimation of magnitudes by pupils? 

60. Which contain data for original problems? 

61. In which are puzzling problems found? 

62. Which do not contain catch problems? 

63. Which mention that care has been exercised to make 

the data of problems correct? 

64. In which are the lessons well divided? 

65. Poorly divided? 

66. In which is there no division into lessons made? 

67. In which are the lessons well graded? 

68. Poorly graded? 

69. Which contain definitions? 

70. Which contain practically no definitions? 

71. Which have definitions massed at end of text? 

^2. Which contain a prophecy made by Col. Francis 
Parker with regard to arithmetic? 

73. Which have rules ? 

74. Which have rules at end of text? 

75. Which contain practically no rules ? 

76. Which has the clearest explanations? 
yy. Which contain cautions? 

78. In which are tables grouped in the back of the book? 

79. Which has many questions ? 

80. Few questions? 

81. Which has the best reviews? 

82. Which has a general review of arithmetic? 

83. Which contains examination questions gathered from 

dififerent cities and sources? 

84. Which has the best test questions ? 

85. Which emphasize thoroughness ? 

86. Which gives exercises for drill in speed? 



lOO A GUIDE TO THE TEACHER S MASTERY OF TEXTS 

87. Which emphasizes rapidity? 

88. Which strive to overcome complaints of business men 

and high school teachers by plenty of drill? 

89. Which strive to train rapid computers? 

90. Which contain algebra? 

91. Which use the equation in the solution of arithmetical 

problems ? 

92. In which is algebra treated as a chapter by itself? 

93. In which is it connected with arithmetic almost 
throughout the text? 

94. In which is the best work on algebra found ? 

95. Which contain geometry? 

96. Which contains the best work on geometry? 

97. Which gives work in geometrical drawing? 

98. Which has the best suggestions to pupils ? 

99. Which believes that pictures aid in the understanding 

of certain number relations? 
100. Which contains illustrations not usually found in an 

arithmetic ? 
loi. Which contains colored illustrations? 

102. Which treats of the fundamental operations whenever 

a new topic is considered? 

103. Which contains supplementary work? 

104. Which contains a supplement? 

105. Which has the best appendix? 

106. Which contain short methods? 

107. Which contain work on approximations? 

108. Which treat of the metric system? 

109. In which is the greatest common divisor called the 

greatest common measure? 

1 10. Which contains a table of exports ? 

111. Which has the best index ? 

1 12. Which have answers ■^ 

113. Which have a key? 



AND AIDS IN ELEMENTARY INSTRUCTION lOI 



114. In which is a protractor found? 

115. Which text do you Hke best? 

116. Which least? 



I02 A GUIDE TO THE TEACHER S MASTERY OF TEXTS 

CHAPTER XVI 



Geography 



The true study of geography is so far-reaching in its 
scope that it cannot fail to render the child broader minded 
and more intelligent, because : 

I. It makes the child the central thought and teaches him 
his personal relations to the earth and its surface. 

II. It teaches him how his habits diflfer from those of his 
European brothers and from what these differences result. 

III. It makes him appreciate more fully, and feel more at 
home in, his own environment. 

If he studies thoroughly his own home geography, then 
travels and observes that of another region, he can interpret 
far more intelligently his home surroundings. 

IV. It enables him to understand foreign countries better 
because he comprehends his immediate environment. 

V. It teaches him to read intelligently periodicals, 
whether newspapers or magazines, books of travel or those 
in which there are geographical references. 

VI. To listen intelligently to lectures. 

VII. To understand better current events that are trans- 
piring in other parts of the world. 

VIII. To interpret art more intelligently. 

IX. To interpret music more intelligently. 

X. To follow friends in their journeys. 

XL To cultivate his power of imaging clearly and also 
his constructive imagination. 

The mountains or the sea can only become real to the child 
as he uses his apperceptive faculties. 

Colonel Parker said : "A clear image of one part of the 
world intensifies an interest in all that happens there." 

XII. To cultivate his perceptive faculties because of the 
field work he should do. 



AND AIDS IN ELEMENTARY INSTRUCTION IO3 

XIII. To develop in reasoning power. 

He used to be taught to remember that a city occupied a 
certain place on the map. Now he is shown the reason why 
a city has developed at such a point or why an industry has 
localized at a certain place. For example, cities have been 
established at Raleigh, Columbia and IMacon, because: 

1. They are at the head of navigation. 

2. The fall line furnishes the water power. 

3. They form a trading post between two industries. 
XIV". To reason inductively. 

XV. As he reasons from cause to effect and from effect 
to cause, he learns to exercise the "theorizing activity" which 
Dr. Gordy considers so valuable in the study of history. 

XVI. It must develop in the child a certain sympathy 
with a people who are laboring under geographical disad- 
vantages. 

e. g. With the Kentucky mountaineers. 

This country is so cut up and dissected by streams that 
one man has only a small tract of land to cultivate, and he is 
separated from his neighbors and from practically all contact 
with civilization. 

Mill says, that it is the best example to be found of the 
geographic control of a people. 

In direct contrast to this is the man who settles in the 
Blue Grass region of this same state and makes his fortune. 

The following story is told of two brothers who moved 
into this state. One settled in the Blue Grass region and his 
sons and daughters are among the highly educated people of 
this commonwealth. The other settled in the plateau and his 
children are poor and uneducated. 

XVII. It gives the child the key to the degrading and 
elevating influences of the structural and climatic environ- 
ment. 

Until we understand the bearing of climate and its effect 
on the people of the torrid zone, we have no right to judge 
their moralitv, because, under the existing conditions, it is, 



I04 A GUIDE TO THE TEACHER S MASTERY OF TEXTS 

impossible for them to live np to our standards. 

XV'III. It teaches the child his dependence upon his fel- 
low beings for food, clothing- and the utensils demanded by 
his life. A certain Boston school requires one or more pupils 
to board nearly every ship arriving at that city from a for- 
eign port, in order to learn the character of its cargo. 

XIX. It prepares the child to travel intelligently. 

It is a trite saying that a year of travel is worth a year of 
school work. In some of the most progressive European 
schools the teacher travels with a limited number of pupils 
and teaches them en route. 

A teacher in the Duluth schools took an imaginary ocean 
trip with her pupils, and some highly educated parents, 
whose children came under this teacher's instruction, un- 
hesitatingly testified that their sons and daughters were pre- 
pared to visit foreign lands more intelligently than they 
themselves, because of their study vmder her supervision. 

XX. It shows the child how the human mind has 
triumphed over the obstacles of nature and even over the 
limitations of climate and soil. 

For example, the irrigation processes carried on in the 
West. 

The Pennsylvania railroad timnelling through the moun- 
tains of that state. 

XXI. It teaches the child the value of knowing well a 
few good types as a foundation for future study. 

XXII. It helps the child to interpret with more breadth 
of meaning the study of history. 

Excursions 

I. Excursions teach the child : 

1. To observe. 

It is said that no other power enters more vitally into the 
child's ultimate success than that of being able to observe 
accurately. 

2. To study objects rather than books. 



AND AIDS IN ELEMENTARY INSTRUCTION I05 

3. To see and reason logically. 

4. To describe graphically. 

5. To be self-reliant in full and clear expression. 

II. Excursions help the teacher : 

1. By broadening her knowledge of practical affairs. 

2. By bringing her into closer touch with the child and 
thus giving her a better opportunity to note his individual- 
ities. 

III. Teacher's preparation : 

The teacher should visit the place first in order to under- 
stand it thoroughly herself, to decide wisely what will inter- 
est and instruct the child and prepare questions to ask him. 

An excursion is difficult to manage and unless clear in- 
structions are given the class before it starts, haphazard 
results may be expected from the recitation. 

The child should be told definitely just what he is expected 
to observe. Groups of two or three may be given a special 
topic to report upon. 

During one summer session at Chicago Institute, each 
member of the excursion was given a mimeographed copy 
of q,uestions to be answered when the class reassembled. 

The teacher may invite her friends or appoint a few of 
the more reliable pupils to assist her in any necessary disci- 
pline. 

IV. What pupils need for the excursion : 

It is best to take as little extra baggage as possible. 

'Note book and pencil. 

Knapsack and hammer. 

A lunch if the excursion is a long one and food is not 
easily obtained for a large number. 

A kodak, if the pupil chooses. 

Clothing suitable for a long, hard tramp. 

Shoes that are easy to the feet, and short skirts for the 
women. 

Great care should be taken to prevent accident, and if a 
place is visited which is at all dangerous it is best to take 



I06 A GUIDE TO THE TEACHER's MASTERY OF TEXTS 

only a few of the younger pupils at a time. 

V. Where take excursions : 

Chicago Institute took one excursion to the Sand Dunes 
in Indiana, another to Winnetka where the entire course of 
a rivulet was traced to the point where it emptied into Lake 
Michigan. 

Excursions may be taken to : 

Dubuque ; Des Moines to visit the legislature ; a court 
house ; tlie water works ; the electric light plant ; public 
buildings ; the printing office ; the planing mill ; the gate 
factory ; the Cedar River ; the nursery, summer and winter ; 
the mill ; the blacksmith shop ; the brick kiln ; a frame house, 
twice while in process of construction ; the wharves, the 
shop ; the freight houses ; the ice houses, and some place 
where the depth and quality of soils may be studied. 

VI. Ensuing Recitation. 

When the class again assembles, the questions that have 
been asked may be answered, maps may be drawn and the 
sand table used. 

Specimens gathered and kodak pictures taken while on the 
trip may add interest to the recitation. 

These excursions may be made the basis for the drawing 
lessons and also for the written work. 

Parents do not always see the value of such excursions, 
but think their children will learn more from books. They 
forget that the real knowledge of the child is measured not 
by what he learns in text books and sees in the school room, 
but by actual knowledge of objects and happenings within 
the realm of his own world about him. 

A meeting of parents may be held where the value of 
excursions may be discussed. Reasons for such trips may 
be presented and illustrations shown setting forth their edu- 
cational significance. . Parents may be invited to go on these 
excursions and thus form the habit of visiting places with 
their children. 



AND AIDS IN ELEMENTARY INSTRUCTION IO7 

The Equipments that are Thought Necessary to the 
Teaching- of Geography as Compared with 
Those of Former Years. 

It was but a short time ago when one text, a few maps, 
some charts and a globe, were deemed quite sufficient to 
teach geography adequately. The up-to-date teacher should 
specialize in this subject at a school in this country noted for 
research in this particular branch, and then in Germany if 
possible. 

Since geography is not considered a study of books today 
any more than botany or zoology, the teacher who has had 
the advantage of travel in her own country and foreign lands 
will be able to make objects seen, and places visited, far 
more vivid and real to the pupils' imagination, than one who 
has studied, no matter how widely, only from texts. 

In these days of rapid transit, it is not at all unusual to 
find that pupils have traveled much more than the teacher, 
and unless she has had some experience in that line she will 
be placed at a decided disadvantage. 

It is to her advantage then to travel not only on the steam 
and surface cars, but to have actual experience on elevated 
and subway lines, to ride on the sight-seeing cars, the tour- 
ing automobiles, the ocean liners, and the motor boats. 

If she travels intelligently and with the thought of in- 
struction in mind, she may gather information that will be 
of interest when she visits the world's fair, the city park, the 
art institute, the Field's museum, the aquarium, the life- 
saving station, the light-house, the circus, and other points 
of equal interest. 

From the manufactory or the mine she may obtain speci- 
mens which will interest her pupils intensely. 

There should be : 

I. A department in the library devoted to the latest and 
best authorities, in addition to texts always to be found on 
the teacher's desk. 



I08 A GUIDE TO THE TEACHER's MASTERY OF TEXTS 

2. A laboratorv in which the pupils may work individu- 
ally. 

3. Pictures large and small of all kinds to illustrate the 
work, procured by the teacher herself who never traveled 
kodakless, and postals gathered in her wanderings as well as 
illustrations obtained from dealers and railroads. 

4. Illustrations not only of the typical mountain studied 
intensively by the class, but others for the sake of contrast. 

The same is true of a river, a city, a section of coastline 
and a valley. 

5. A stereoscope with an endless number of pictures. 

6. A sand table of such size that many may work sim- 
ultaneously, and the individual sand pan. 

7. Physical and political maps, the finest obtainable, 
relief maps which are the work of experts, and outline maps 
ready to be filled in by the pupils. 

8. Globes of the most approved kind. 

9. A planetarium showing the earth's revolutions around 
the sun. 

10. Minerals carefully collected which remain perma- 
nently in the teacher's cabinet. 

11. The common rocks of the community. 

12. Weather maps. 

13. Objects of all kinds having an educative value. 
One enthusiastic teacher borrowed a large and costly 

collection of jewels owned by an acquaintance. 

Fac similes of some of the world's famous stones may be 
borrowed from some jeweler, and prove very instructive. 

12. Commercial products in their various stages of 
manufacture. 

13. All kinds of grains in their successive stages of 
growth. 

14. Cross sections of woods showing the different grains. 

15. Costumes and utensils used by foreign people. 

16. A natural science cabinet full of interesting informa- 
tion that will suggest charts that may be made by the pupils 



AND AIDS IN ELEMENTARY INSTRUCTION IO9 

themselves, and may prove even more interesting than manu- 
factured ones. 

17. A set for each pupil, of material published by the 
best steamship lines to be used when tracing an ocean 
voyage. 

18. Guide books to a few of the most important and in- 
teresting cities. 

19. Several geographical games. 

Commercial Geography 

The studv of commercial geography is essential to the 
pupil because industrial rivalry and commercial competition 
are potent factors among civilized nations. 

Commercial life deals with agriculture, manufacturing, 
mining and commerce. It is not essential that the pupil 
should know the dry facts of commerce, but it is necessary 
that he have knowledge of the comparative commercial im- 
portance of leading countries, their interrelation, and the 
reasons for this, so far as geography bears upon the subject. 

He should also understand the subject of domestic and 
foreign transportation as it is carried on both by land and 
water. 

To aid people commercially and to make them more in- 
telligent, government, weather, harbor and typographic maps 
are sent out by the government. The progressive farmer 
has the condition of the weather telephoned to him that he 
may govern himself accordingly. 

The eastern railroad lines depend upon these reports to 
such an extent that they do not start their heavy freights for 
the west if a severe storm is prophesied. 
Physical Geog"raphy 

Physical geography should be studied because vital, polit- 
ical and commercial geography grow out of and depend 
upon it. 

Boundary lines are of two kinds, natural and artificial, 
the one permanent, the other temporary, and they have af- 
fected the nation's life in separating or failing to separate, 
peoples. 



no A GUIDE TO THE TEACHERS MASTERY OF TEXTS 

Physical geography determines largely the animal and 
vegetable life native to a region. 

In studying noted ancient cities it is observed that their 
location was in fertile regions and that some kind of food 
grew abundantly in that place. 

Political Geography 

The child should study political geography to learn 
concerning : 

1. Boundaries which are artificial and have been estab- 
lished by man's agency. 

2. The comparative size of the divisions of a country. 

3. The government of a people. 

4. The density, the increase and the centers of the popu- 
lation of a country. 

5. The nationality which predominates in the entire com- 
munity or in certain portions of it. 



AND AIDS IN ELEMENTARY INSTRUCTION III 

CHAPTER XVII 



Questions on Geography 



1. What does the study of geograph}- inckide? 

2. In what grade should it first be taught ? 

3. What may be made the basis of geography ? 

4. How many general lessons should precede the study 

of the text ? 

5. Where may helpful suggestions be found for these 

preparatory steps ? , 

6. How long should oral lessons be given? 

7. What is the difference between nature study and 

geography ? 

8. Should a series of lessons be given in the text before 

the child is ready for the book ? 

9. When begin the study of the geographical text ? 

10. Shall the child read the beginning lessons in the reci- 

tation period? 

11. When should the study of geography cease ? 

T2. What subjects may be correlated with geography? 

13. How would you correlate in studying a subject like 

cotton ? 

14. What studies give the child a better understanding of 

geography ? 

15. What subjects depend upon geography for a better 

understanding? 
t6. What is the educational value of the subject of geo- 
graphy ? 

17. Can "culture value" be gained from geography? 

18. Should it be a memory study ? 

19. Should it be a study of relations, causes and effects? 

20. Should it be made an inductive or deductive study ? 

21. Should geographical forms be developed before the 

text is studied ? 

22. How may further investigation be stimulated? 



112 A GUIDE TO THE TEACHERS MASTERY OF TEXTS 

23. Should lessons be assigned in the order of the text? 

24. Who should formulate the definitions in geography? 

25. What is meant by the spiral system in geography? 

26. What part does the dictionary play in the study of 

geography ? 

27. Of what value is the encyclopedia in this branch of 

study ? 

28. What place do periodicals occupy in this subject? 

29. Why does the teacher of geography consider it neces- 

sary to keep posted on current events? 

30. Where may historical and literary geographical ref- 

erences for outside reading be found? 

31. Of what value is the study of commercial geography? 

32. What is the prominence of this subject today? 

33. What relation does astronomy bear to geography? 

34. What use could be made of the telescope in connection 

with this subject? 

35. Of what value are objects in this study? 

36. What are the difficult subjects in geography? 

37. What are good texts in geography? 

38. What are the best texts for the study of Iowa ? 

39. What is meant by types? 

40. What geographies make a feature of types? 

41. What peak would you select for a typical study of 

mountains ? 

42. What valley? 

43. What river? 

44. What coast? 

45. What prairie? 

46. Of what value is chalk modeling? 

47. In what grades may it be used? 

48. Does it lead to misconceptions in regard to heights and 

depths ? 

49. What is the best text on chalk modeling? 

50. Of what value is the sand table? 

51. How would you use it? 



AND AIDS IN ELEMENTARY INSTRUCTION II3 

How would you use sand pans ? 

What are the comparative advantages of sand table 
and sand pans ? 

What is the cost of the sand pan? 

In what grade should the child begin to draw maps? 

What ones should he draw in the beginning work? 

In what different ways may maps be made by pupils? 

In what grades may dissected maps be used to ad- 
vantage ? 

In what grades may products be located on stencil 
maps ? 

What is a weather record ? 

Where may they be found ? 

How may they be kept ? 

Of what value to the child are excursions? 

Of what value are they to the teacher ? 

Where may they be taken ? 

What should be the teacher's preparation for the event? 

How may definite results be obtained? 

What do pupils need for the excursion? 

For what may these trips be made the basis ? 

Of what should the recitation following the trip consist? 

Why are such trips criticised? 

How may these objections be overcome? 

What are good references on the subject of excursions? 

Should any subject be eliminated from the study of 
geography ? 

If so, what? 

Should the child memorize the capitals of states? 

What intellectual equipment was considered necessary 
years ago for a teacher in geography? 

What is deemed necessary for the specialist today? 

What equipment in the line of apparatus was formerly 
deemed essential? 

What are the demands for apparatus today? 

How may this equipment be obtained ? 



114 A GUIDE TO THE TEACHER S MASTERY OF TEXTS 

82. What is meant by the sense of direction? 

83. What is the cause of a lack of this sense? 

84. What may be done to overcome a deficiency of this 

kind? 

85. How may a volcano be represented? 

86. Where may a county map be obtained ? 

87. Why is not the study of geography a "fixed" study? 

88. What bearing has the intellectual atmosphere of the 

home upon the child's geographical knowledge? 

89. How was this atmosphere created ? 

90. What problems lie before the teacher of geography? 

91. Can the concentrated study obtained from the child in 

mathematics be extracted from him in geography? 

92. Can the same degree of mental discipline be obtained 

from the study of geography as from mathematics ? 

93. What is the most valuable thing to be gained from the 

study of geography? 

94. What periodical is most helpful to the teacher of this 

branch ? 

95. When is the best period for the geography recitation? 

96. What devices are there in the study of geography ? 



AND AIDS IN ELEMENTARY INSTRUCTION II5 

CHAPTER XVIII 

Outline for the Study of Geographical 
Texts 



\'. Preface. 

a. Number of pages ? 

b. Comparative length? 

c. Main heads? 

d. Are they definitely brought out in blacker type ? 

e. Comprehensive ? 

f. Does it state the author's plan in the arrangement 

of material ? 

g. Does it give his reasons for such arrangement ? 
h. Does it contain acknowledgment of aid ? 

i. Does it contain names of critics? 

VI. Introduction. 

1. Number of pages? 

2. Comparative length ? 

3. Acknowledgment of aid ? 

4. Names of critics? 

VII. Contents. 

1. Length? 

2. Number of lessons ? 

3. Divided into parts? 

4. What are the principal heads ? 

5. Does it contain only main heads? 

6. Does it contain details? 

7. Is there logical sequence of thought ? 

VIII. Suggestions to teachers. 

1. Where found? 

2. Is the number sufficient? 

3. Are they helpful? 

IX. Material. 

I. Inductive? 



Il6 A GUIDE TO THE TEACHEr's MASTERY OF TEXTS 

2. Deductive? 

3. Composed of statements to be memorized? 

4. Is the child led to reason, compare and general- 

ize for himself? 

5. Arrangement 

a. Logical ? 

b. Illogical ? 

c. Topical ? 

d. Spiral ? 

6. Attractive ? 

7. Conversational narrative? 

8. Up to date. Does it contain knowledge of our 

recent possessions ? 

9. Is it true to the instincts of childhood ? 

10. Does it stimulate to further investigation? 

11. Difficult? 

12. Too difficult? 

13. Not sufficiently difficult ? 
X. Dmision into lessons. 

1. Well divided? 

2. Poorly divided? 

3. Practically no division made ? 
XL Grading of lessons. 

1. Well graded? 

2. Poorly graded ? 

XII. Reziezvs. 

1. Comparative number? 

2. How often found ? 

3. Do they contain important features? 

4. Do they contain non-important details? 

5. Material presented as in previous lessons? 

6. New view of an old subject? 

7. Good ? 

8. Poor? 

XIII. Summaries. 

I. Comparative number? 



AND AIDS IN ELEMENTARY INSTRUCTION 11/ 

2. Contain essentials? 

3. Contain non-essentials? 

XIV. Questions. 

I. Comparative number? 

3. Testing? 

3. Provocative of thought? 

4. Logical sequence? 

5. Where found? 

6. On map? 

7. On text ? 

8. Which predominate? 

XV. Explanations. 

1. Comparative number? 

2. Lengthy ? 

3. Short? 

4. Clear ? 

5. Confusing? 

6. Adequate ? 
XVL Definitions. 

1. Comparative number? 

2. Lengthy ? 

3. Concisely worded? 

4. Printed in italics? 

5. Printed in blacker type? 

6. How reached 

Inductively ? 
Deductively ? 

7. In which part of the book do they predominate? 

XVII. Suggestions to pupils. 

1. Comparative number? 

2. Helpful ? 

3. Where found? 

XVIII. Foot-notesf 

XIX. Illustrations. 

1. Quality? 

2. Half-tone? 



Il8 A GUIDE TO THE TEACHERS MASTERY OF TEXTS 



Educative ? 



Printed clearly? 

Attractive ? 

Colored ? 

Of modern life? 

Number as compared with maps, charts and 

diagrams ? 
Especially prepared for the text? 
lo. From what source obtained? 

XX. Charts. 

1. Sufficient number? 

2. Good ? 

3. Poor? 

XXI. Maps. 

1. How many kinds are there? 

2. Large ? 

3. Small ? 

4. Contain only essentials? 

5. Details? 

6. Clearly printed? 

7. Do they show U. S. dependencies? 

8. List of maps ? 

9. Suggestions for map drawing? 

10. Artistic? 

11. Are they well paged? 
XXIL Diagrams. 

1. Number? 

2. Of what nature? 

XXIIL Pronoiinciation of difficult words. 

1. Number of pages? 

2. Important words? 

3. Adequate number? 

XXIV. Authorities for pronuiiciation quoted? 

XXV. Size of print. 

1. Large? 

2. Small ? 



AND AIDS IN ELEMENTARY INSTRUCTION 



119 



3. Is there difference in type? 

XXVI. Collateral reading. 

1. Number of pages? 

2. Divided into subjects? 

3. Refer to lessons or sections ? 

4. Where found ? 

XXVII. Appendix. 

1. Number of pages ? 

2. Contents ? 

3. Unusual features? 

XXVIII. Reference tables. 

1. Space given? 

2. Adequate ? 

XXIX. Tables of statistics. 

1. Number? 

2. Where found? 

XXX. Special study of Iowa. 

1. Text? 

2. Maps ? 

XXXI. Index. 

1. Number of pages? 

2. Alphabetically arranged ? 

XXXII. Unusual features of book? 

XXXIII. Bor what agef 

XXXIV. For what grade? 

XXXV. Favorable criticisms? 

XXXVI. Unfavorable criticisms? 

XXXVII. Problems before the teacher? 

XXXVIII. Psychological aspect of text? 



120 A GUIDE TO THE TEACHER''s MASTERY OF TEXTS 

CHAPTER XIX. 

Review Questions on Geographical Texts 
Examined 



9 

ID 
II 

12 

13 

14 
15 
16 

17 
18 

19 
20 

21 

22 

23 
24 



Which book is the most convenient shape ? 

Which is the oldest? 

Which the most recent? 

Which has the longest preface ? 

Which the shortest? 

Which contains the best preface? 

Which texts have been criticised by geographical 
experts ? 

Which make acknowledgments ? 

Which author welcomes suggestions and criticisms ? 

Which contains the best table of contents ? 

Which has the principal heads of the table of contents 
brought out in blacker type ? 

Which has the principal heads of minor topics in 
blacker type ? 

Which contains the best aids for teachers ? 

Which are inductive in their plan? 

Which deductive? 

Which are constructed upon the topical plan ? 

Which upon the spiral ? 

Which is based upon modern pedagogical theories? 

In which is man the central thought? 

Which emphasizes the casual notion in teaching geo- 
graphy ? 

Which has prepared material along the lines recom- 
mended by the committee of fifteen? 

Which emphasize types? 

Which emphasize commercial geography? 

Which presents material in a conversational form? 



AND AIDS IN ELEMENTARY INSTRUCTION 121 

25. Which strive to incite the pupil to outside study? 

26. Which contains the best treatment of our foreign 

possessions ? 

2']. Which has foreign possessions in the front of the text? 

28. Which uses the term "Eurasia?" 

29. Which has the material most logically arranged? 

30. Which is the most difficult text ? 

31. Which is too difficult? 

32. Which has the lessons well divided ? 

33. Poorly divided? 

34. Which makes no division into lessons? 

35. Which has the lessons well graded? 

36. Poorly graded? 

yj. Which has the best reviews ? 

38. Which has the best review of North America? 

39. Which has a review of the United States as compared 

with other countries? 

40. Which has a comparison of the continents? 

41. Which have summaries? 

42. Which has the best summary? 

43. Which contains many questions? 

44. Which comparatively few? 

45. Which has testing questions ? 

46. Which have those provocative of thought ? 

47. In which are there the best questions ? 

48. In which do questions on the text predominate? 

49. On the maps ? 

50. Which has the best explanations? 

51. In which are the definitions set ofif separately by them- 

selves ? 

52. In which are they merely a part of the fund of in- 

formation ? 

53. Which has the entire definition in blacker type ? 

54. Which has simply the principal word of the definition 

in blacker type? 



122 A GUIDE TO THE TEACHER S MASTERY OF TEXTS 

55. Which has the best definitions? 

56. Which has the best suggestions to pupils ? 

57. Which has foot notes? 

58. Which has the best ilhistrations ? 

59. The least attractive? 

60. Which have the half-tone illustrations? 

61. Which seem the most up-to-date? 

62. Which has the largest number of modern illustrations? 

63. In which are they prepared especially for the text? 

64. In which are pictures of animals placed upon the map 

in the section of the country where they habitate? 

65. In which is there a grouping of pictures of the same 

kind, e. g. mountains? 

66. Which contains illustrations of lighthouses and the 

range of the visibility of lights ? 

dj. Which has highly colored illustrations? 

68. Which contains an illustration of the compass ? 

69. In which is a diagram of the cotton-gin? 

70. Which has a view of the stars through the telescope? 

71. Which has the best charts ? 

^2. Which has the best physical maps ? 

73. Which the best political? 

74. Which the best commercial? 

75. Which the best relief? 

76. Which has a key to the relief maps? 

'j'j. In which are drawings which have passed under an 
expert in cartography ? 

78. In which are the maps indicated as political, physical, 

commercial and relief? 

79. Which has the least attractive maps? 

80. Which contains the best list of maps ? 

81. Which has the best directions for map drawing? 

82. Which has the largest maps ? 

83. Which the smallest? 

84. Which contain many details? 



AND AIDS IN ELEMENTARY INSTRUCTION I23 

85. Which few details? 

86. Which has maps in the body of the text containing 

few details and a reprint of the same maps in the 
back of the book containing more details? 

87. Which maps have the names of cities printed accord- 

ing to the population? 

88. Which have a state included for comparative area? 

89. In which are the maps well paged ? 

90. Which has a page containing maps of all the depend- 

encies of the United States? 

91. Of the most important steam ship lines? 

92. Which have a commercial map of the world? 

93. Which contains enlarged maps of harbors? 

94. In which maps are land heights and water depths 

shown ? 

95. Whose imprint on maps corresponds to the sterling 

mark on silver? 

96. Which has the best diagrams ? 

97. Which have a weather record? 

98. Which quote authorities for pronunciation ? 

99. Which has the best pronouncing vocabulary ? 
100. Which has the best print? 

loi. Which has practically uniform type throughout? 

102. Which has the best paper? 

103. Which has the best collateral reading? 

104. Which has collateral reading included in the text? 

105. Which has the best appendix? 

106. Which have reference tables ? 

107. Which include a special study of Iowa? 

108. Which has the best treatment of the geography of 

Iowa? 

109. Which books have manuals? 
no. Which have the cross index? 

III. Which has important topics very fully worked out in 
the index? 



124 A GUIDE TO THE TEACHEr's MASTERY OF TEXTS 

112. Which has the best index? 

113. Which would you enjoy teaching most? 

114. Which least? 



AND AIDS IN ELEMENTARY INSTRUCTION 1 25 

CHAPTER XX. 

Spelling 

The Educational Value of Spelling. 

Someone has said that it is no crime to be a poor speller 
nor is it any particular credit to be a good speller. 

It is a part of "the culture that marks the man of letters" 
and yet is not thought to have educational value accorded to 
some subjects. 

Says Roark : "There is no test of literacy or illiteracy 
quite so rigidly applied as the test of ability to spell." 

McMurry, in his Method of the Recitation, states that, 
"it is not a full study," and again, "spelling fails to receive 
the respect accorded to other studies." 

Dr. Gordy says, "the child recalls the correct spelling of 
the word by a dead heave of mechanical memory." 
How Does Spelling Compare in Value With Arithmetic, 
Geography or History f 

The educational value that is derived from a study like 
spelling is not at all comparable to that derived from a 
branch like arithmetic, geography or history. 

In the last mentioned subjects, principles, generalizations 
and underlying truths can be sought such as cannot be 
found in a subject like spelling. 

A generalization formed in a subject like geography may 
lead to a broader generalization and that in turn may lead 
to a still broader one, but no such opportunity is offered in 
spelling. 

McMurry says : "Its want of reliable rules deprives it of 
scientific content and it is regarded by many persons as an 
evil, though a very necessary one." 

Another has said, that if the child forgets the spelling of 
a word, there is nothing in which the judgment can help 
to set him ris:ht. 



126 A GUIDE TO THE TEACH ER's MASTERY OF TEXTS 

In view of all this, education demands that the cultured 
man be able to spell correctly. 

What Good Results From the Study of the Subject f 

I. Fitch says : "Every new word which we thus add to 
a child's store, is a new instrument of thought and does 
something to widen the horizon of his understanding." 

II. Correct spelling indicates a certain kind of education. 

III. It commands respect from others. 

IV. It trains a peculiar kind of memory which is not 
used in other studies, however. 

V. It aids in pronouncing a word correctly. He who 
mispronounces is often ignorant of the correct spelling of 
the word. 

VI. It aids in distinct articulation. 

VII. There is a feeling of conscious power that comes 
from the mastery of even a minor subject like spelling. 
Does It Develop the Reasoning Potver? 

While the reasoning power may not be called forth in a 
branch like the one under discussion as in some subjects, 
yet it does develop it to a degree. 

The old-fashioned way of spelling the word by pronounc- 
ing it before and after spelling, and pronouncing eac hsyl- 
lable when spelled and repronouncing the syllables previously 
spelled, contained a certain kind of logical training. 

The modern method contains some logic, though not quite 
so much. If a new word, as "orthographically," is pro- 
nounced to the child, he tries to spell it because he recognizes 
the root word, graph, knows how to spell the prefix and 
suffix, guesses at the letters needed to join the syllables and 
usually forms the correct combination. 

He uses a certain kind of reasoning power also in apply- 
ing the few rules and exceptions which it is wise for him to 
learn. 
What Classes of People Need Spelling Most? 

Teachers, professional people, all whose writings come 



AND AIDS IN ELEMENTARY INSTRUCTION 12/ 

before the public eye, as authors, editors, proof-readers, 
book-keepers and type-writers, are some of the people who 
especially need to know how to spell. 

IVhy is Such Stress Laid Upon Spelling in the Normal 
School? 
Stress is laid upon spelling in the normal school, because : 

I. The education of the graduate should be such, even in 
a subject like spelling, as will reflect credit upon the standard 
of the institution. 

II. The teacher should be a model for her pupils. 

III. She should be able to correct the pupil's work with 
great exactness. 

IV. However lacking other people may be the teacher 
is supposed to be perfection in every particular and would 
command more respect from both pupil and patron if she 
was not deficient in this branch. 

Spelling in the Grades and in the High School. 

The beginning lessons in spelling should be taught in con- 
nection with sight-writing, when the pupil enters school. 

At the point, when the child is asked to spell the word 
which he has written in imitation of the teacher's copy, his 
spelling lessons begin. 

Many believe that the child has not completed his first 
reader unless he can recognize and spell all the words it 
contains. 

• Perhaps an average number of words for a term's work in 
the lower grades would be between two and three hundred. 

Spelling should be taught in at least six grades, if there 
is a separate period devoted to it. 

Through the correction of papers and exercises it is prac- 
tically taught in the high school even though no separate 
period may be given to it. 

Roark says : "The orthography in all written work, on 
whatever subject, in whatever grade, from the primary 



128 A GUIDE TO THE TEACH ER's MASTERY OF TEXTS 

through the university should be as carefully noted and cor- 
rected as anything else in the exercises." 
Should There be a Separate Lesson for Spelling or Should 
Each Written Lesson be a Spelling Lesson? 

Each written lesson should be a spelling lesson in the 
sense that the words mis-spelled should be marked and 
handed to the child to be re-written. He should be marked 
down for words mis-spelled in the written exercise or in 
examination in other subjects, for they form a part of the 
correctness of the production. 
Should Oral or Written Spelling Be Taught Exclusively? 

Neither oral nor written spelling should be taught exclu- 
sively for the pupil needs both, but the latter should predom- 
inate, because : 

I. Each pupil may be tested on all the words in the lesson. 

II. Written spelling is used all through life, oral com- 
paratively seldom. 

III. Roark says : "Written spelling gives a double op- 
portunity to imprint visual images, and it strengthens these 
impressions through both ear and hand." 

IV. Fitch says : "But after all, it is to be borne Vn 
mind that spelling is a matter for the eye, not for the ear. 
If it were not that we had to write, spelling would be an 
altogether useless accomplishment." 

V. That which is addressed to the eye is retained longer 
than that addressed to the ear, hence the impression re- 
ceived from written spelling is more permanent. 

Roark says : "The teacher's drills in orthography should 
be of a nature to require the pupil to observe constantly 
word forms, and he is forced to exercise more care than in 
oral work. 

VI. The frequent use of the familiar dictation exercise 
is practically a recognition of the fact that it is mainly by 
writing that spelling is taught. 

VII. The pupil is given but one opportunity to spell the 



AND AIDS IN ELEMENTARY INSTRUCTION I29 

word and he is forced to exercise more care than in oral 
work, 

VIII. He is more careful in writing than in spelling 
orally, because to re-write means either waste of paper or an 
untidy page. 

IX. It gives the teacher opportunity to examine spelling 
blanks at her leisure. 

X. If blanks are exchanged it may teach the lower grade 
pupil to be neater and more correct in his work. 

Oral spelling if used at all should be studied in the lower 
grades, as it aids in clear enunciation and correct pro- 
nunciation. 

When the pupil spells the word orally he should pro- 
nounce it first, make a slight pause between the syllables and 
pronounce it again at the completion of the exercise. 

Text or List of Words. 

The method adopted by many excellent teachers is to use 
a list of words suited to the pupil's grade which it is neces- 
sary for him to know, selected from the subjects he is study- 
ing as reading, geography, language and history placed 
upon the board to be studied. 

It is not best for the teacher to rely entirely upon her own 
judgment however, but it is expedient to have ready access 
not only to one, but to several texts from which to select 
words that should be added to the list she has made, in case 
it does not contain words it is important for the pupil to 
know. 
Should a List of Isolated Words he Taught? 

It is not advisable to teach the pupil a list of isolated 
words just because they happen to have a sound in common. 
It is of much more value to teach him the word in connec- 
tion with the sentence in which it is contained. Not until 
this is done can it be certain that the word has really be- 
come a part of his vocabulary. 

Nor should he be taught to spell words of whose meaning 



130 A GUIDE TO THE TEACHER S MASTERY OF TEXTS 

he is ignorant, for they have no connection with his life 
and may pass from memory nearly as soon as learned. 

Fitch says it is unreasonable to "accumulate the difficul- 
ties in a menacing and artificial column and expect them to 
be dealt with all at once." 

It is a good plan to require the pupil to write the word 
and the definition also. The average pupil may with profit 
use the dictionary in spelling at about ten years of age, to 
look up the pronunciation and meanings of words and learn 
the diacritical markings. 

If he sees in printed or written form first, some choice, 
classical selection and it is afterwards dictated to him, it 
may teach him to spell correctly and serve to quicken his in- 
terest in good literature. 

He may commit some fine passage and write it from mem- 
ory and thus a double purpose may be gained as in the pre- 
vious case. 

Should the Rules of Spelling be Taught? 

It would not be wise for the pupil to learn all the rules of 
spelling for he would not remember them long enough to 
make it practical, but some of those used most frequently 
which he would perhaps retain permanently might with 
profit be committed and repeated from memory. 
Should Spelling he Correlated With Other Studies? 

Spelling may be correlated with such subjects as reading, 
language, history and geography in this wise, that in con- 
nection with these studies the pupil may be taught some of 
the words which should form part of his permanent vo- 
cabulary. 

The Number of Words to Pronounce in Different Grades. 
After the work is fairly begun in spelling perhaps five 
words is enough to assign for one lesson in the first grade. 
This number may be gradually increased as the child's ca- 
pability develops until in the upper grades it reaches twenty- 
five or thirty words. 



AND AIDS IN ELEMENTARY INSTRUCTION I3I 

Should the Child be Given Mis-spelled Words to Correct? 

Although when spelHng blanks are exchanged the pupil 
may correct his class-mate's work, a list of mis-spelled words 
to be corrected, should not be assigned him as a spelling les- 
son. If from the time when he is able to read, only those 
words are kept before him which are spelled correctly, it is 
believed that his tendency to spell correctly would thereby 
be strengthened. 
Should There he a List of Mis-spelled Words? 

If there are certain words which are constantly mis- 
spelled by pupils they may be placed upon the board where 
they can be seen frequently and may be included in the 
regular lesson until they are thoroughly learned. . 

Why arc We as a Whole a Generation of Poor Spellers^ 
The English language is difficult to spell because of its 
conglomerate nature, being derived from many different 
sources, the Latin, the Greek, the French, the Spanish, the 
Italian and other languages. 

While there are rules which may guide somewhat in de- 
termining the spelling of a word there are so many excep- 
tions to them that the difficulty is but slightly lessened. 
Why Arc People Poor Spellers? 

Roark says that "no one pardons a poor speller," so that 
it may be well to seek to find the cause why people are 
poor spellers. 

I. Sarah Arnold says people are poor spellers because 
they have not an adequate sense of form. 

II. Roark says that the poor speller is he who cannot 
form and retain accurate visual images of words. 

People are also poor spellers from the following reasons, 
because : 

III. Enough emphasis has not been placed upon the 
subject. 

IV. There has been no special period devoted to spelling. 

V. Sufficient time has not been spent upon it. 



132 A GUIDE TO THE TEACHERS MASTERY OF TEXTS 

VI. The pupil does not pronounce the word distinctly. 
Why Arc We as a Whole a Generation of Poor Spellers? 

While there are many notable exceptions, it is generally 
conceded that as a generation we are not the spellers our 
parents were. 

The curriculum in our parents' day did not contain such 
modern innovations as nature study, physical and manual 
training, so that more time could be given to each individual 
subject than we are able to spend. 

Roark believes that the poor speller among the adults of 
today is partly the result of the ignorance of the old school- 
master who knew nothing of "visual images" or "auricular 
images." 

It is not considered to be a subject of so much importance 
as it once was and so much force has not been Spent upon 'it. 
In both speaking and writing the thought has been empha- 
sized to a marked degree and it has been taught that this 
was of vastly more importance than the vehicle which con- 
tained the thought. 

Why Were Our Parents Good Spellers? 

Our parents were good spellers because in former years 
it was regarded as one of the most important subjects and 
great stress was laid upon it. 

In days of old, a spelling book might be found in each 
corner of the house, and child spelled to child, to his parents, 
or to anyone who would listen, so eager was he to master 
Webster's spelling book from cover to cover. 

It was his chief ambition to first wear the honor of being 
the champion speller of the school, and finally to win the 
coveted prize at the "spelling match" which grew from local 
interest to be one of the most exciting events in the public 
life of the country. 

It is possible that more attention was given to the signi- 
ficance of the root word and to its derivatives than is paid 
now, and this may have militated toward better spelling. 



AND AIDS IN ELEMENTARY INSTRUCTION I33 

Should the Child Write the Mis-Spcllcd Word Tzventy-Five 
Times f 

While writing the mis-spelled word a few times may serve 
to fix the correct spelling in the child's mind, he should not be 
required to write it twenty-five times or any great luimber 
of times. 

He often writes it fairly well the first two or three times 
and then his penmanship degenerates into a comparatively 
meaningless scrawl before the task is finished, and the 
thought uppermost in his mind, is the moment when he will 
gain his liberty rather than that of spelling of the word. 

If not watched when he first begins operations, he some- 
times writes the word incorrectly and copies that incorrec- 
tion the required number of times. 

Such unreasonable demands make the pupil feel that he 
has suffered an imposition, that spelling is a bore and the 
teacher a task master. 
What Are the Nezv Movements in Spclliiigf 

The new movements in spelling seem to be but a revival 
of old customs. It is generally conceded that spelling has 
been neglected to such a degree that more study should be 
spent upon it, and so spelling matches are being inaugurated 
in many places and prizes given as in days of yore. 

Roark says : "The spelling match with its captains, its 
'choosing out,' its stubbornly fought contests, stimulates the 
orthographic activity of the whole school, even of those who 
are not engaged in the struggle." 
Should Diacritical Markings be Taught? 

To spell a word means to know not simply the letters that 
compose it, and the order in which they occur, but also the 
sound values of each letter and its diacritical mark. 

This knowledge aids in pronunciation and enunciation, 
which are important components of the spelling of the word. 

As a variation from the regular work the pupil may with 
profit write the word and indicate its diacritical markings. 



134 A GUIDE TO THE TEACHER S MASTERY OF TEXTS 

He may also be required to commit some of the more im- 
portant rules for such marks. The place for teaching dia- 
critical marks thoroughly and well, is in the lower grades, 
but if they have been neglected, spellers containing work on 
this subject and texts on orthography and orthoepy suited 
to pupils of the higher grades may be obtained to supplement 
the deficiency in this important subject. 
How Should a Written Spelling Lesson he Conducted? 

The written spelling lesson may be conducted in the fol- 
lowing manner : 

I. In assigning the lesson the previous day be sure that 
the pupil can pronounce the words and that he understands 
their meaning by having him use them in sentences. 

II. Be certain that each pupil is provided with writing 
materials before the lesson begins. 

III. Make it a rule to pronounce the word very distinctly 
but once. 

To pronounce words well is an art which comes only 
with practice. 

IV. Have pupils exchange papers. 

V. Have words spelled correctly while pupils mark 
mistakes. 

VI. Assignment of next lesson. 
Variation in Pronouncing the Spelling Lesson. 

The pronunciation of the spelling lesson may be varied in 
the following manner : 

I. The teacher may pronounce the entire lesson. 

II. A pupil who articulates distinctly may pronounce the 
lesson. 

III. Instead of pronouncing one word the teacher may 
give several at a time. 

IV. The teacher may pronounce the word, the class writ- 
ing the word and definition. 

V. The teacher may pronounce the word and the class 
mav write a sentence containing this word. 



AND AIDS IN ELEMENTARY INSTRUCTION I35 

VI. The child may write the words of the lesson from 
memory. 
Should Separate Notebooks be Used for Spelling? 

If the pupil has a notebook devoted especially to spelling, 
even though it be inexpensive, it may incite him to keep it 
neatly, to take pride in gaining high marks and in making 
no mistakes throughout the book. 

Suggestions for Correcting Words During the Recitation 
Period. 

Some of the suggestions for correcting words during the 
recitation period are as follows : 

I. The teacher herself may spell all the words of the 
lesson. 

II. A pupil may spell the entire lesson. 

III. Individual pupils may be called upon by the teacher, 
each spelling one word. 

IV. One pupil may spell a word and he in turn may call 
upon another pupil to spell another word and so on until 
all the words are spelled. 

The pupil may be allowed to mark his own words with or 
without the presence of the text, or blanks may be exchanged 
as follows : 

I. A pupil may exchange with one sitting in the same 
seat. 

II. With one across the aisle. 

III. With one on the opposite side of the room. 

It is well to have dififerent pupils exchange papers and 
thus reduce the opportunity of cheating to the minimum, if 
possible. 
How Often Should Words be Marked by the Teacher? 

If the pupil knew that each written exercise he produced 
would pass under the teacher's critical eye, it would be an 
incentive for him to put forth his best effort always. 

Because of limited time the teacher cannot do this. She 
should examine the spelling blanks twice, or at least once, a 



136 A GUIDE TO THE TEACHER's MASTERY OF TEXTS 

week. The pupil should be given to understand that even 
though he may be allowed to judge his own or his class- 
mate's work his marks will pass ultimately under the teach- 
er's eye. 

Although working for marks may not be the highest mo- 
tive, if the rank is plainly marked on the outside of the 
blank, it may be a valuable incentive to the pupil. 



AND AIDS IN ELEMENTARY INSTRUCTION I37 

• CHAPTER XXI. 



Questions on Spelling 



1. What is the educational value of spelling? 

2. How does it compare in value with arithmetic, geo- 

graphy or history? 

3. What good results from the study of the subject? 

4. Does it develop the reasoning power ? 

5. Does it train the mind for other studies? 

6. To be well educated is it necessary to spell well ? 

7. What classes of people need spelling most ? 

8. Why is there such stress laid upon spelling in the 

normal school? 
9. When should it be taught first ? 

10. What is the average number of words that a child 

should learn during his first term of school ? 

11. Should it be taught in all the grades? 

12. When would you cease to teach it? 

13. Should there be a separate lesson for the spelling? 

14. Should each written production be a spelling lesson? 

15. Should oral or written spelling be taught exclusively? 

16. Which should predominate ? 

17. How often does the pupil use oral as compared with 

written spelling? 

18. In what grades should oral spelling be used? 

19. How should the word be separated when spelled 

orally ? 

20. Should a text be used in teaching spelling? 

21. Should only one book be used? 

22. What are the best texts in spelling? 

23. Should a list be put upon the board? 

24. Where should this list be obtained? 

25. Should a list of isolated words be taught? 



138 A GUIDE TO THE TEACHER's MASTERY OF TEXTS 

26. Is it advisable to learn to spell words of whose mean- 
ing the pupil is ignorant? 

2"]. Should the word be taught as an isolated word ? 

28. Should definitions be taught also? 

29. When should the child use the dictionary in spelling? 

30. How should he use it? 

31. How should dictation exercises be taught in connec- 

tion with spelling? 

32. Should the rules of spelling be taught ? 

33. Should they be committed and repeated from memory? 

34. Should spelling be correlated with other studies ? 

35. With what subjects may it be correlated? 

36. How many words should be given in one lesson in the 

early grades ? 

37. In the upper grades? 

38. Should the child be given mis-spelled words to correct ? 

39. Should there be a list of mis-spelled words? 

40. Why is the English language difficult to spell? 

41. From what languages are our words derived? 

42. Why are people poor spellers? 

43. Why are many good students poor spellers? 

44. Why are we as a whole a generation of poor spellers? 

45. Is poor spelling an evidence of a poor memory? 

46. Is there such a thing as being "born short" in spelling? 

47. Is it possible for all to be good spellers ? 

48. Why were our parents good spellers? 

49. What should be done with the pupils who miss words ? 

50. How should we assist a pupil who is trying hard to 

master spelling who does not seem to make any 
progress ? 

51. Should the child Avrite the mis-spelled words twenty- 

five times? 

52. What are the new movements in spelling? 

53. What is your opinion of a spelling match? 

54. Does not a spelling match detract from the pupils inter- 



AND AIDS IN ELEMENTARY INSTRUCTION I39 

est in school work enough to over-balance all the 
good derived from it? 

55. What do you think of giving prizes for the best 

spelling ? 

56. Is it necessary to know the sounds of the letters before 

one can become a good speller? 

57. Should diacritical markings be taught? 

58. How should diacritical marks be taught if they have 
been neglected in the lower grades ? 

59. Should rules for diacritical marks be memorized? 

60. How should a written spelling lesson be conducted? 

61. In what different ways may it be conducted? 

(i2. What variation may there be in pronouncing the spell- 
ing lesson? 

63. In what order should words be pronounced? 

64. Should separate notebooks be used for spelling? 

65. In what different ways may the words be corrected 

during the recitation period ? 

66. How often should they be marked by the teacher? 

67. How may spelling records be kept in the lower grades ? 

68. What is your opinion of phonetic spelling ? 

69. What. list of words is it allowable to spell as sounded? 

70. What is the best time for the spelling recitation? 

71. In giving examinations in other studies should the pupil 

be marked lower for mis-spelled words? 

72. What is meant by working for head marks ? 

73. How much time should be spent on spelling? 

74. Give all the devices you can for teaching the spelling 

lesson. 



140 A GUIDE TO THE TEACHER's MASTERY OF TEXT3 

CHAPTER XXII. 

Questions on Manual Training 

1. What is this age called? 

2. Why is this nation turning in this direction? 

3. What is manual training? 

4. What are the arguments for it from the standpoint of 

environment ? 

5. Of the individual? 

6. Of psychology? 

7. How old is the movement? 

8. With whom did it originate? 

9. Who are the leaders? 

10. Who originated the plan of introducing manual train- 

ing into the school? 

11. Which schools were the first to adopt it? 

12. In what schools in this state is it taught? 

13. In what grade should instruction begin? 

14. Should it be taught as a separate branch in the lower 

grades ? 

15. What means of expression has the pupil? 

16. How does he show his love for construction? 

17. What are the systems by which manual training is 

taught ? 

18. Which is advocated in this school ? 

19. What is the comparative cost of each ? 

20. What is the approximate cost of inaugurating a manual 

training course in a small town of a thousand 

pupils ? 

21. Is not the pupil of today overburdened with work? 

22. How could time be found for manual training? 

23. Should it be taken from other studies for this work?^ 

24. Should some standard branch of study be excluded in 

order to give it place? 



AND AIDS IN ELEMENTARY INSTRUCTION I4I 

25. Would there not be a tendency in having so much addi- 

tional work, to do no one thing well ? 

26. To what extent should manual training be taught in 

the public schools? 
2,"]. To what grades should the instruction be extended ? 

28. What kind of work is adapted to the lower grades ? 

29. What should be emphasized in the 4th, 5th, 6th, 7th and 

8th grades ? 

30. In the upper grades ? 

31. Would it be advisable to have this branch in the high 

school ? 

32. What work should be given to high school pupils who 

have had no previous instruction on this subject? 

33. How could interest in the study be awakened best 

among the patrons of the ordinary high school, 
so that its introduction would be sanctioned ? 

34. If manual training had been taught in the lower grades, 

what should be the high school pupil's knowledge 
of this subject? 

35. How much time each day should be given to it? 
'i^d. What part of the day should be devoted to it ? 

2y7. How much time should be spent upon it in order that 
it might prove a benefit ? 

38. At what age should the pupil be allowed to specialize 

in it? 

39. What should be the aim in manual training? 

40. Should the pupil understand the real purpose of man- 

ual training? 

41. Should the meaning of mechanical work be explained? 

42. Should the teacher's aim be that of the pupil's ? 

43. What is the purpose of teaching it in the normal 

school ? 

44. Is there scope for individuality? 

45. How much of the pupil's own thought and expression 

should be put into the work? 



142 A GUIDE TO THE TEACHER's MASTERY OF TEXTS 

46. Should emphasis be placed upon the useful or upon 

the beautiful throughout the course ? 

47. Could manual training be correlated with other sub- 

jects? 

48. How could it be correlated? 

49. What is the connection between drawing and manual 

training? 

50. Should work be the same for boys and girls ? 

51. At what age should they work separately? 

52. If a girl shows ability in the line of carpentry and 

joinery, or a boy along the lines of domestic science 
should provision be made for the bent of each ? 

53. Does the boy or girl form the more satisfactory pupil 

in manual training? 

54. How should materials be furnished? 

55. Should the pupil own the tools with which he works? 

56. How should products be marked ? 

57. Should the dull pupil's products be marked higher than 

those of the bright pupil ? 

58. Would manual training keep the pupil in school longer ? 

59. Would it keep the boys in school? 

60. Should the pupil be compelled to take manual training 

if he has not the least inclination along that line? 

61. What should be done in case the parents object to it? 

62. Would it be beneficial to the pupil who is intellectually 

inclined and takes no interest in hand work? 

63. Would it be as distasteful to some as book knowledge 

is to others, so that compulsory educational laws 
would still be necessary if it were generally taught ? 

64. Would it take the attention from other work? 

65. Would there not be danger of the pupil's becoming so 

interested that he would neglect other studies ? 

66. If the pupil takes no interest in books should he be al- 

lowed to put them aside entirely for manual train- 
ing which does interest him? 



AND AIDS IN ELEMENTARY INSTRUCTION I43 

67. What should be done if interest is lost entirely in other 

studies? 

68. Would manual training do away with apprentice work 

in trades? 

69. Would the instruction which a boy receives in school 

be sufficient to enable him to earn a living? 

70. What trades should be represented in a town not manu- 

factviring extensively ? 

71. Would a knowledge of manual training promote inter- 

est along other lines? 
^2. Should articles made, be what the pupil would use in 
his own life? 

73. Could manual training be pursued to advantage in the 

rural districts ? 

74. As the time in country schools is so filled with recita- 

tions how could a place be found for it ? 

75. How would you manage if parents in the country ob- 

jected to buying material for the pupil? 

76. Would it be advisable in rural schools to require all 

pupils to take manual training, regardless of the 
time they were to be in school or the amount of 
work they did at home? 
'jj. Could muscular development be gained through this 
work? 

78. Should manual training be substituted for physical 

training? 

79. What proof would there be, if this plan of teaching 

manual training in the schools was carried out, 
that our country would be more purely a democ- 
racy? 

80. How could the pupil be shown that any kind of manual 

work in the outside world is only a larger form of 
manual training in the school? 

81. What opportunity is there for teaching textiles in this 

work? 



144 A GUIDE TO THE TEACHER S MASTERY OF TEXTS 

82. In teaching cooking should the teacher be compelled to 

adapt herself to her class ? 

83. What use could be made of manual training exhibits? 

84. In this day of industrial instability, how could what is 

permanent in manual training be determined? 
83. Would the introduction of a manual training course 
work out in practice as in theory ? 

86. Would it do away with class distinction? 

87. Is it a factor in developing the mind? 

88. Would it help to solve our labor problems? 

89. Should outside references be demanded in the study ? 

90. Is manual training a fad? 

91. Would first enthusiasm last ? 

92. Would knowledge gained in this subject result in more 

artistic decorations of the school room ? 

93. What would a knowledge of manual training have upon 

the pupil's ability to purchase? 

94. What paper is published especially in the interests of 

this subject? 

95. What is the best text upon this study? 

96. In what schools is particularly fine work done? 

97. Where may the pupil specialize in this line? 



AND AIDS IN ELEMENTARY INSTRUCTION I45 

CHAPTER XXIII. 

Questions on the Five Formal Steps 

1. With what does good teaching deal? 

2. In what does it consist? 

3. Why have words no magic power? 

4. What is the mind's attitude toward knowledge ? 

5. What is the first duty of the teacher? 

6. In erecting a building what does the architect do first? 

First Step— Preparation 

7. What is the first of the five formal steps? 

8. What are the dangers of omitting this step? 

9. Why is the child's sympathy a necessary condition for 

success ? 

10. What are the precautions with regard to this step? 

11. What should be the teacher's attitude toward the 

anticipation of facts? 

12. What are the characteristics of the pupil's aim? 

13. What may the form of the statement of the aim be? 

14. Why is it difficult to word properly the pupil's aim? 

15. For what does this step of preparation afford oppor- 

tunity ? 

16. What is the time required for it? 

17. What is the common practice concerning it? 

18. What is the name often given to it? 

Second Step— Presentation 

19. What is the second step? 

20. What is the need for the statement of the aim in this 

step? 

21. What may be the form of the presentation? 

22. With what must the class be engaged in order that it 

may be the second step in instruction? 



146 A GUIDE TO THE TEACHER's MASTERY OF TEXTS 

23. By what methods are most subjects treated? 

24. What is the plan of the lecture method? 

25. What are the arguments in favor of it? 

26. What are the objections to it? 

27. What is the plan of the text book method? 

28. What are the three phases through which this method 

has passed? 

29. What are the arguments in favor of it? 

30. What are the objections to it? 

31. What is the plan of the developing method? 

32. What are the arguments in favor of it ? 

33. What are the objections to it? 

34. If the teacher wishes to make sure of the real apprecia- 

tion of knowledge, how must the facts offered, 
come? 

35. For what on the child's part, should the best method 

make provision? 

36. What is the distinction drawn between repetition and 

review ? 

37. Before knowledge can be digested what is necessary? 

38. What used to be the custom with regard to reviews ? 

39. Under these conditions what kind of work was done ? 

40. Of what should reviews aim to put the child in pos- 

session ? 

41. What should they, in the main, signify? 

42. How could they be made more interesting? 

43. When should be the time for review? 

44. What steps are necessary in the mastery of individual 

notions ? 

Third Step- Comparison 

45. What is the third step? 

46. What does it presuppose? 

47. To what extent should it be carried? 

48. What are the three advantages of comparison? 

49. How do comparisons lead to abstraction ? 

50. What is the difficulty in reaching conclusions? 



AND AIDS IN ELEMENTARY INSTRUCTION I47 

Fourth Step— Generalization 

51. What is the fourth step? 

52. What is the difficulty in stating a generalization? 

53. To state a conclusion tersely means what? 

54. By whom should the generalization be made ? 

55. The statement of a definition, law or rule should be 

the outcome of what? 

56. What is true of reproducing the book's statement? 

57. When should the words of another be accepted ? 

58. What is the summary with regard to the generalization ? 

Fifth Step — Application 

59. What is the fifth step? 

60. What is the child's most difficult problem ? 

61. What are the errors on the road to application? 

62. What is the old question regarding theory and practice? 

63. In what manner is the theoretical character of school 

knowledge brought to light ? 

64. What is the result of theoretical, bookish knowledge? 

65. What does variation and readjustment necessitate? 

66. What does it require to apply general notions ? 

67. To what is the modification of our application of 

principles likened ? 

68. Why are exact reviews not the best form of applica- 

tion? 

69. W^hat do excessive, routine drills accomplish? 

70. What opportunity do other studies furnish? 

71. In what should instruction and theory culminate? 

72. What should be the movement toward use and ap- 

plication ? 
J'})- For what is the school a place? 

74. What may education by its theoretical tendency pro- 

duce? 

75. By what does the storage theory need to be reinforced? 

76. To teach children to apply knowledge requires what on 

the teacher's part? 



148 A GUIDE TO THE TEACHEr's MASTERY OF TEXTS 

yj. What is the amount of time now given to application? 

78. How is apphcation shown in the subjects of language 

and grammar? 

79. What must necessarily be done in order to secure the 

proper kind of thinking? 

80. What is one conclusion that springs from this dis- 

cussion ? 

81. What is meant by the lesson unit ? 

82. What has dominated the entire movement? 

83. In the application with what are we still operating? 

84. Upon what does the length of time required for work- 

ing out the five formal steps depend? 



AND AIDS IN ELEMENTARY INSTRUCTION I49 

CHAPTER XXIV 

List of Texts to be Examined 



Readers 

Brumbaugh's Standard First Reader. 
Brumbaugh's Standard Second Reader. 
Brumbaugh's Standard Third Reader. 
Brumbaugh's Standard Fourth Reader. 
Brumbaugh's Standard Fifth Reader. 

Martin G. Brumbaugh. 
Stepping Stones to Literature. 
Sarah Louise Arnold. 
Charles B. Gilbert. 

A First Reader. 

A Second Reader. 

A Third Reader. 

A Fourth Reader. 

A Reader for Fifth Grades. 

A Reader for Sixth Grades. 

A Reader for Seventh Grades. 

A Reader for Higher Grades. 
Lights to Literature. 
Rand, McNally & Co. 

Book One. 

Book Two. 

Third Reader. 

Fourth Reader. 

Fifth Reader. 
Progressive Course in Reading. 

George L Aldrich and Alexander Forbes. 

First Book. 

Second Book. 

Third Book. 

Fourth Book. 

Fifth Book. 



150 A GUIDE TO THE TEACHER's MASTERY OF TEXTS 

Graded Literature Readers. 
Harry Pratt Judson. 
Ida C. Bender. 

First Book. 

Second Book. 

Third Book. 

Fourth Book. 

Fifth Book. 

Sixth Book. 

Seventh Book. 

Eighth Book. 
The Jones Readers. — L. H. Jones. 

The Jones First Reader. 

The Jones Second Reader. 

The Jones Third Reader. 

The Jones Fourth Reader. 

The Jones Fifth Reader. 
School Reading by Grades. 

Baldwin's Readers — James Baldwin. 

First Year. 

Second Year. 

Third Year. 

Fourth Year. 

Fifth Year. 

Sixth Year. 

Seventh Year. 

Eighth Year. 
Heart of Oak Books. 
Charles Eliot Norton. 

Book I. 

Book H. 

Book HI. 

Book IV. 

Book V. 

Book VI. 

Book VII. 



AND AIDS IN ELEMENTARY INSTRUCTION I5I 

Lang-uag'e Lessons and Grammar 

Language Lessons. 
Book One. 
Book Two. 

Charles DeGarno 
Elements of English Grammar. 

George P. Brown and Charles De Garmo. 



Elements of English Gramm,ar. 

George P. Brown and Charles DeGarmo. 



Mother Tongue — Book L 

Mother Tongue — Book IL 

Arnold and Kittridge. 



Language Lessons. 
Grammar Lessons. 

Wilbur Fisk Gordy. 

William Edward Mead. 



Foundation Lessons in English. 
Book One. 
Book Two. 
O. L Woodley and M. S. Woodley. 
Foundation Lessons in English Language and Grammar. 
O. L and M. S. Woodley, and G. R. Carpenter. 

New Lessons in Language. 



152 A GUIDE TO THE TEACHER's MASTERY OF TEXTS 

English Grammar and Composition. 
Benj. H. Sanborn. 
Gordon A. Southworth, 



Webster-Cooley Language Series. 

Language Lessons — Book L 
Language Lessons from Literature. 
Alice W. Cooley. 
Book IL 
Elementary Composition. 
William Frank Webster. 



Elementary English. 

Elements of Grammar and Composition. 
Advanced Grammar and Composition. 
E. Oram Lyte. 



Graded Lessons in English. 
Higher Lessons in English. 
Reed and Kellogg. 



Arithmetics 

The Werner Arithmetic. 
Frafik H. Hall. 
Book L 
Book H. 
Book HL 



Walsh's Arithmetic. 
John H. Walsh. 



AND AIDS IN ELEMENTARY INSTRUCTION 1 53 

Walsh's Elementary Arithmetic. 

Mathematics for Common Schools (Intermediate), 

Grammar School. 

Book I. 

Book II. 
Higher Arithmetic. 



Smith's Arithmetics 
Primary Arithmetic. 
Grammar School Arithmetic. 

David Eugene Smith. 



Primary Arithmetic. 

Public School Arithmetic for Grammar Grades. 
McLellan and Ames. 



The Rational Arithmetic — Elementary. 

H. H. Belfield and Sarah C. Brooks. 
Grammar School Arithmetic. 

George W. Myers. 

Sarah C. Brooks. 



The Essentials of Arithmetic. 
Book I. 
Book IT. 
Gordon A. Southworth. 



Geog-raphies 

Tarr and McMurry's Introductory Geography. 
Tarr and McMurry's Complete Geography. 



154 A GUIDE TO THE TEACHERS MASTERY OF TEXTS 

Ralph S. Tarr and Frank M. McMurry. 
A Teacher's Manual of Geography. 
Charles McMurrv. 



Dodge's Elementary Geography 
Dodge's Advanced Geography. 
Richard Elwood Dodsfe. 



Frye's Elements of Geography. 
Frye's Complete Geography. 
Alexis Everett Frve. 



The Rand-McNally Elementary Geography. 

Florence Holbrook. 
The Rand-McNally Grammar School Geography. 

James A. Bowen. 
Revised by 

Charles Redway Dryer. 



Natural Elementary Geography. 
Natural Advanced Geography. 

Jacques W. Redway and Russel Hinman. 

Spellers 

Progressive Course in Spelling. 

J. N. Hunt. 
Morse Speller. 

Samuel T. Dutton. 

Opthog-paphies 

Institute Drill Work, Orthography and Word Analysis. 



AND AIDS IN ELEMENTARY INSTRUCTION 1 55 

O. J. Laylander. 
Irish's Orthography and Orthoepy. 
Frank V. Irish. 

Histories 

McMurry's Method of Teaching History. 
Norse Stories. 

Hamilton Wright Mabie and Katherine L. Bates. 
The Story of the Chosen People. 
The Story of the Greeks. 
The Story of the Romans. 
The Story of the English. 
Story of the Great Republic. 
Story of the Thirteen Colonies. 

H. A. Guerber. 

Nature Studies 
The Nature Study Idea. 

Liberty H. Bailey. 
McMurry's Teaching of Elementary Science. 



JAN 18 1907 



n,',n,^.'l!^,y O"" CONGRESS 



£019 747 841 A 




